What’s the Plan Stan? CONTENTS
Section 1 - Introduction 1. Welcome to What’s the Plan Stan? 3 2. The four Rs of emergency management 5
Section 2 - Unit plans and activities 3. Unit Plans, activities and related cross-curricular lessons 7 4. Disaster activities and homework sheets 33 5. Disaster fact sheets 40
Section 3 - Roles, simulation and practice activities 6. Roles 49 7. Simulation and practice activities 54
Section 4 - Templates and other resources 8. Templates 65 9. Other resources 99 10. Glossary 107
www.whatstheplanstan.govt.nz
1 - Introduction and The Four Rs Of Emergency Management Welcome to What’s the Plan Stan? Introduction What’s in this resource?
In New Zealand, we are constantly exposed to This resource has three components, each of which the risk of disasters. Earthquakes, floods, storms, can be used independently or in conjunction with volcanic eruptions and non-natural hazards all each other: have the potential to damage and destroy. Our • A guide for teachers, including unit plans and country lies in the PacificRing of Fire, a zone that activities. encircles the base of the Pacific Ocean, making us particularly vulnerable to natural disasters such as • A CD–Rom for teachers and students, including earthquakes and volcanic eruptions. stories, interactive games, research material, tips for teachers and resources that can be cut While we cannot prevent disasters, it is important and pasted into unit plans. that we understand them, what they can do, and the steps we can take to ensure we are able to • A poster promoting What’s the Plan Stan? cope. Experience around the world has shown that where people are aware of the risks around them and plan their response, the injuries, damage and subsequent trauma are significantly reduced. Using the resource Involving students in an educational programme The resource can be used to incorporate civil that focuses on disasters and emergencies will defence emergency management contexts and help them to prepare and give them the skills to activity–based learning across all areas of the act in a safe manner, if such a situation arises. Their curriculum. It focuses on four essential skills: increased awareness and understanding of the risks may also prompt their parents and families to 1. communication skills be better prepared. 2. information skills What’s the Plan Stan is a Ministry of Civil Defence & Emergency Management initiative for primary 3. problem–solving skills schools, featuring Stan the dog and five children 4. social and co–operative skills. - Dan, Ana, Frankie, Matt and Beth - who model what to do in an emergency.
What’s the Plan Stan focuses on:
• earthquakes “Disasters can strike at any • tsunami time, and often without • volcanoes warning. Will you and your students • storms know what to do when • floods disaster strikes?” • non–natural disasters.
What’s the Plan Stan has a website with information, interactive activities and templates that are regularly updated: www.whatstheplanstan.govt.nz Opportunities exist within the resource for 2. Fun activities, information and interactive students to develop the new key competencies stories for students, including: and use them for further learning. The draft National Curriculum outlines five key • facts on earthquakes, tsunami, volcanoes, competencies: floods, storms and non-natural disasters
1. relating to others • map of disasters and events in New Zealand
2. managing self • interactive stories and quiz games
3. participating and contributing • information on selected historic disasters
4. thinking • photographs and video clips.
5. using languages, symbols and text. Getting started The guide If you’ve read the guide and you’re keen to get The guide includes: started:
• unit plans, activities and ideas to increase • Share What’s the Plan Stan during a staff or students’ confidence in emergency planning syndicate meeting or display the resources in and practice the staffroom.
• fact sheets about different types of disasters • Load the CD-Rom onto your school computers or intranet, so teachers and students can access • simulation and practice activities that involve it straight away. the school and reinforce previous learning • Share the poster with students at assembly; • information about the roles of principals, then display it in a prominent place. Boards of Trustees and the community • Plan your own teaching and learning to suit the • templates (including What if cards) for the needs of your students using the unit plans and activities activities. • a list of suggested resources including books • Place the What if cards (these have been and websites. duplicated in Template 1, pages 65 - 71 so Teachers are encouraged to modify and adapt you can photocopy and make further cards if the unit plans and activities to suit the needs required) inside the plastic sleeves. of their students. Ideally a school approach is • Inform and involve parents, using the school recommended as this is an effective way to newsletter or homework ideas. share planning and resources (while all focusing on the same topic), to involve the wider school community and outside agencies, and to learn from each other. Helpful symbols
The following symbols are used throughout this What’s on the CD-Rom? guide to indicate where the CD-Rom and /or website can be used.
This CD-Rom has two sections: What’s the Plan Stan website 1. Useful resources for teachers, including: Whats the Plan Stan CD-Rom • Word and PDF files of theWhat’s the Plan Stan Teachers’ Guide, unit plans and all the templates, for printing and adapting
• links to websites and organisations
• ideas for using this CD-Rom with students. The four Rs of emergency management
Most teachers know about the three Rs in schools, Some things you and your students can do include: but when it comes to civil defence emergency management the four Rs approach is a widely used • know how to drop, cover and hold to reduce resilience model. The unit plans in this guide focus the effects of earthquakes on all four Rs of emergency management1 : • create an emergency plan
Reduction Reducing Reduction and • know how to turn off water, electricity, and gas the effects of readiness deal hazards as far as with how we • practise emergency drills practicable. manage the risk • how to prepare for hazards in your area. Readiness Ready to and the hazards. respond if an emergency or Response hazard event occurs. Actions taken immediately before, during or directly after an emergency, to save lives and Response Responding Response and property, and to help communities to recover. appropriately. recovery deal Recovery Recovering with how we There will be a co–ordinated response during as quickly as manage the large–scale emergencies, often with involvement possible after emergency and from a lot of responding agencies with different the event. its ongoing roles and responsibilities. effects. ‘Response’ relates to the Social Sciences curriculum Social Organisation strand, where the following Reduction achievement aims are explored: • Identifying and analysing long–term risks to From their study of Social Organisation, students will human life and property from natural or non- understand: natural hazards. • people’s organisation in groups, and • Taking steps to eliminate these risks if • the rights, roles, and responsibilities of people as practicable, and, if not, reducing the magnitude they interact within groups 2. of their impact, and the likelihood of their occurring. Recovery Readiness The co-ordinated efforts and processes used to bring about the immediate, medium and Developing operational systems and capabilities long term holistic regeneration of a community before a civil defence emergency happens. following a civil defence emergency. • Having the things ready that you will need to • Who can help? survive. • What can they offer? • Knowing what you should do in the event of an emergency. • How is recovery co–ordinated?
There are several things you and your students can The first priority in the recovery phase includes the do to reduce the impact of disasters when they safety of individuals. Recovery will last well beyond happen. A number of ideas are included in the unit the response phase and in large events can last plans and activities on pages 8 - 32, years after the initial impact. www.whatstheplanstan.govt.nz and the CD–Rom
1 Ministry of Civil Defence & Emergency Management.2006 2 Ministry of Education 1997, Social Studies in the New Zealand Curriculum, Learning Media, Wellington,
2 - Unit Plans and Activities
Unit plans, activities and related cross-curricula lessons
This section has unit plans that can be adapted to suit the range of abilities in your class and particular interests of your students. Each unit has a selection of activities that can be mixed and matched to meet your own learning intentions or school focus. It also suggests ways to include civil defence emergency management as a context for learning across the other essential learning areas of the curriculum, either as one-off lessons or a series of lessons.
The activities in this section are linked to specific curriculum achievement objectives from the English, Social Studies and Health and Physical Education curricula. Some activities require the use of pictures or other resources, many of which are available on the CD–Rom.
The unit plans are for a suggested two to three weeks, but can be adapted to meet the needs of your teaching and learning programme. A whole– school focus coinciding with Disaster Reduction Week (second week in October) and finishing with the simulation activity on pages 54 - 63 would be ideal. Alternatively, the unit plans could be used at the start of the school year when establishing emergency routines.
Other activities can be found on the disaster activity sheets on pages 33 - 39 or on www.whatstheplanstan.govt.nz
“Disaster Reduction Week is observed during the second week of October each year . Visit www.civildefence.govt.nz for further information”. Unit Plan Junior Years: • Years 0-3 Levels: • Levels 1-2 Approximate duration: • 3-4 weeks Essential learning • Health and Physical - Personal Health and Physical Development areas: Education - Healthy Communities and Environments
• Social Studies - Social Organisation
- Time, Continuity and Change Resources provided: • Template 1: What If cards
• Template 2: Letter to parents - introduction to unit
• Template 3: Home emergency plan
• Template 4: Survival items ‘cut and stick’ sheet
• Template 5: Emergency survival items at home
• Template 6: Letter to parents - emergency evacuation and response plans
• Template 7: Feelings pictures Other resources • Is that an Earthquake? by Alan Bagnall. recommended for this unit: • Isabel’s Upside-Down Day by Rosamond Rowe. • Hazard Pictures from ACC Thinksafe Education Resource. Available from ACC www.acc.co.nz (click on Injury Prevention, then Schools).
• Pictures or photos of disasters. Picture cards can be used from the Earthquake Commission’s resource As Safe as Houses? A copy was sent to all primary and intermediate schools in 2000. Further copies can be obtained by emailing [email protected] or fax: (04) 473 3414.
• Journal stories Flood, Part 2, Number 2, 2004, and Earthquake, Junior Journal, Number 8, 1992 2 - Unit Plans and Activities
Health and Physical Education
Achievement objectives Learning intentions Activities Students will be able to: Identify and use safe practices Explain that disasters are natural Identifying disasters and basic risk management or non-natural. Section A: Activity 1 strategies. Earthquakes (Level 2: Strand A3) Section A: Activity 5 Identify and discuss obvious Demonstrate simple practices to Hazard identification hazards in the home, school, and keep themselves safe at school and Section A: Activity 6 local environment and adopt home. simple safety practices. Emergency response procedures (Level 1: Strand D4) Section B: Activity 1
Emergency survival items Section B: Activity 2
Drill practice Section C: Activity 1
Scenarios Section C: Activity 2
Social Studies The different roles people fulfil Identify different groups who will Finding out who can help within groups. respond to a disaster. Section A: Activity 4
(Level 1: Social Organisation) Explore their roles. Survival stories How past events changed Explain how disasters affect people Section D: Activity 1 aspects of the lives of and communities now and in the What If cards communities. past. Section D: Activity 2
(Level 2: Time Continuity and Identifying regional disasters Change) Section A: Activity 2
Historical disaster story Section A: Activity 3
Feelings and emotions Section C: Activity 3 Section A: White hat Neutral: What are the facts? Yellow hat Positive impacts: What are the Reducing the risk – good points? making ourselves aware Black hat Negative impacts: What is wrong with this? Green hat Creative: What ideas do we have? Activity 1: Identifying disasters Red hat Emotions and feelings: How was the character feeling? a) Collect a range of pictures of disasters. The Blue hat Planning and reflection: What is students could help collate these by looking the next step? through books, printing images from the CD-Rom or using photo cards from c) Students work in pairs and use the CD-Rom resources already in your school. to find out about the various types of disasters that have happened or are likely to happen b) Discuss these images as a class. Use a piece of in their region. blank paper to cover parts of the pictures and disclose small pieces at a time. Ask questions such as: Activity 3: Historic disaster story
• What do you think might be happening? a) Read a story about a historic disaster such as Isabel’s Upside-down Day by Rosamond Rowe. • Why do you think this happened? • How did the disaster affect the people in the • How do you think they are feeling? story or community?
• What could they have done to prepare for • When did this disaster take place? 10 this disaster? • What do you think we would do differently • What do you think they might do next? or the same if it happened today?
• Is this an example of a natural or non-natural • What preparation lessened, or could have disaster? lessened, the impact of the disaster?
c) Students write about and draw these images, b) Ask the students to write a story as if they were describing how the people might feel and what there, and to illustrate it. How would they have caused these effects. Publish the writing in felt and what would they have done? different ways so that students can read what others have written.
d) Use the disaster fact sheets on pages 41 - 47 to Activity 4: Find out who can help provide information about what to do before, a) Make a collage of people who might help during and after each disaster. Use the disaster during an emergency. Students could cut activities on pages 33 - 39 to choose learning pictures from magazines or draw pictures of activities that best suit the needs of your people; group them; then glue them to a large class. Homework tasks for each disaster will piece of paper. Groups could include parents, also help parents and families to prepare students, teachers, ambulance service, police, for each disaster. fire service, doctors, first-aiders, civil defence, media and veterinarians.
Activity 2: Identifying regional disasters b) In small groups, students select one of the groups of people who might help during an a) List the different types of disasters. Ask the emergency and discuss what they can do to students: Could it happen here? Make a graph help. Students role play how they help people or chart to show their responses: yes, and share their actions with others. no or maybe. Encourage the use of props such as a telephone b) Discuss the graph or chart and make or first-aid kit. comparisons or use De Bono’s thinking hats: c) Invite visitors from your community who help others (for example, the fire service or the 2 - Unit Plans and Activities
police) to talk to the students, or organise a class visit to their workplace. Students prepare Section B: Let’s get ready questions. Record these talks on tape or video for other classes in the school to use. – be prepared
Activity 5: Earthquakes Activity 1: Emergency response procedures a) Read Is that an Earthquake? by Alan Bagnall. b) Make posters about earthquakes to: a) As a class, review the school’s emergency evacuation plans and response procedures. • show what to do in an earthquake Discuss the plans and ensure that everyone knows what to do in an emergency. • remind teachers and parents to regularly practice earthquake drills b) As a whole class, or in small groups with an adult’s help, go through exactly what to do in • summarise what earthquakes are and how response to each emergency. they happen Here is an example: c) display the posters at school or send them home as reminders to family. Volcanic eruption and ash-fall • Close windows and doors. Activity 6: Hazard identification • Stay inside as much as possible. a) Use the hazard pictures in the ACC Thinksafe • Students listen to the teacher and 3 resource to discuss various hazards at different prepare to evacuate if required. locations such as the beach, the park, at home 11 or at school. Students could complete the • Discuss what to use for a facemask if they hazard map in the resource to show hazards on need to go outside. their way to school. c) Draw, paint or make a collage or map b) Alternatively, draw a map of the classroom and showing where to assemble during or after an ask the students to draw pictures of potential emergency at school. hazards, glue them to the map, and write sentences describing the hazards and how to deal with them. For example, we push the chairs in to stay safe in the classroom.
Homework: Identify the hazards!
Ask students to observe hazards at home and discuss these with their families; then draw a picture to bring back to school that shows the hazards they identified.
“Check out your own school’s emergency procedure. You might find that there are different plans for different emergencies, and for inside and outside the classroom”
3 The ACC Thinksafe Resource 2005 is available from www.acc.co.nz or by calling (04) 918 7700 Homework: Home emergency plan Section C: Students are to create a home emergency plan Time to practise – with their families. Together they brainstorm situations when they may need to leave their responding the house and when it may be safer to stay indoors. For example, it might be safer to stay indoors during a right way big storm but what about during a flood? Send a letter to parents or caregivers with suggestions for discussion and a template for the plan. Activity 1: Drill practice
Useful templates a) Practise a range of emergency drills as a class or Template 2: Letter to parents – Introduction to unit, school. Discuss scenarios such as what to do: page 72 • at lunchtime or during breaks
Template 3: Home emergency plan, page 73 • if travelling to and from school
• if the teacher isn’t at school and there is a Activity 2: Emergency survival items reliever.
a) Discuss the possibility of having to stay at b) As a class, make a book about different home without help for up to three days in an emergencies and what to do for each situation. emergency. Brainstorm a list of the emergency Students could work individually to write parts items you might need. Show the students these of the book or you could write it as a whole items (from your class or school emergency class. Alternatively the students could design survival kit) and give them the opportunity to emergency procedure cards and display these 12 explore and discuss them. Ask questions like: in the classroom. • What is this? Homework: Evacuation and emergency • What’s it for? practice • How do you use it? Students practise their emergency evacuation and • Why is it there? emergency response procedures at home. Send an activity sheet with discussion guidelines to their b) Students complete the Survival Items “Cut and parents or caregivers. Stick” sheet. (Template 4, page 74) to show items that would be useful in an emergency. Useful template
Template 6: Letter to parents – emergency Homework: Survival items evacuation and response plans, page 76
Students take the survival items ‘cut and stick’ sheet home and tick the items they have and can Activity 2: Scenarios easily find at home. Send a letter to their parents or caregivers with discussion points and a survival a) Read some of the What If scenarios (Template 1, item checklist. pages 65 - 71) and discuss what students could do in the different situations. Students could act Useful template out scenarios in groups.
Template 4: Survival items ‘cut and stick’ sheet, b) Other classes may want to come and share their page 74 scenarios and vice versa. Template 5: Emergency survival items at home, page 75 2 - Unit Plans and Activities
Activity 3: Feelings and emotions e) Students choose a feeling, then paint a picture of themselves with that feeling, and write a a) Read a story such as Flood in School Journal caption describing the feeling. For example: Part 2, Number 2, 2004 or Earthquake in Junior Journal Number 48 1992. • If…happened I would feel…. b) Discuss how the characters were feeling. Ask • I felt…when…happened. questions like: • Crying helps me when I feel sad.
• How was the girl in the story feeling? How • Talking to someone helps me when I feel do you know? scared.
• What did she do to express her feelings? These paintings could be made into a book, • If a flood happened around your house how taken home or displayed in the classroom. do you think you would feel? An ideal opportunity to discuss feelings could • What might you do to help yourself feel be directly after fire or earthquake drills as some better? students, particularly younger ones, can feel uncertain or scared about what has happened. c) Explore some of the things students could do to help themselves cope with their feelings if a The Curriculum in Action series, particularly disaster happened, for example: Change, Loss, and Grief Years 1-8 and Kotahitanga Getting on Together Years 1-3, also • Go to their parents or other adults for help. provide useful activities for exploring feelings.
• Ask questions such as: What is happening? When will I go back home or back to school?
• Help others. For example, clean the house, 13 feed the pets, or look after other children.
• Write about or draw their experiences. “Did you know that talking Describe what happened and how they feel. about disasters with students • Remind them that crying is a way to express can reduce the trauma they feelings and that it’s okay to cry. experience during a disaster? d) Play Corner Feelings to encourage the students It reduces their feelings of to think of times when they might have been uncertainty. Discussing feeling scared, sad, disappointed, frightened or feelings and including mental lonely. health in the school’s disaster plan are also good ways to Corner feelings help lessen potential trauma.” Enlarge the pictures of the feelings provided on Template 7, page 78. Put a different feelings picture in each corner of the room. One student spins a drink bottle in the middle of circle and when it stops, is asked to describe the feeling that it points to:
• What is the feeling?
• When have you felt like that?
• How would you express this feeling?
Useful template
Template 7: Feelings pictures, page 78 Section D: Be a survivor Learning intention – Health and Physical Education: Level 2 Strand A3 – recovery from disaster Explain that disasters are natural or non-natural and that there are simple things they can do to keep themselves safe at school and home. Activity 1: Survival stories Success criteria Smiley face a) Share a story or article about what might happen after a disaster. I can list or talk about some types of b) The students use the co-operative learning disasters. technique ‘think, pair, share’ to discuss what I can name some might happen after a disaster. Questions to ask disasters that are could be: natural and non- natural. • Who might look after you? I can say what I should • What might be some of the problems? do first and then next if For example, water and food, injuries or there is an emergency: problems getting home. • at school • What could you do to help? • at home. c) Alternatively, invite a family or community I have discussed an member to come and share their story. evacuation plan with Students could prepare questions. my family. 14 Activity 2: What If cards Learning intention – Social Studies: a) Repeat the Scenarios activity (Section C, Activity Level 1 Social Organisation 2) on page 12. Work in groups and use the What If cards (Template 1, pages 65 - 71) to role play Identify how different groups will respond to a emergency situations from start to response disaster. Explore their roles. and then afterwards. Fill in a summary chart like below. Students write b) Write shared stories with the class about or draw pictures to show the different groups and situations that could be based on the role plays. how they might respond to a disaster.
• Students write independent stories. People who can help What can they do? • Focus on the correct response and e.g. Fire service • Put out fires successful outcome. • Rescue people with • Publish the stories on the computer, and ropes and ladders make them into a book. • Supply water
• Pump out flooded areas
• Cover leaking roofs Assessment
Students’ success criteria can be used as a form of assessment. Students could self or peer assess against the set criteria. This could be done verbally or on a simple chart like below (or in Template 8: Self or peer assessment chart on page 79). 2 - Unit Plans and Activities
Learning intention – English: Level 2 Speaking
Discuss emergency preparedness at home with their family, and share their plans with others at school.
Observe the students in group discussion. Make notes on oral language skills such as:
• contribution
• content
• listening
• questioning.
Ideas for follow up
• Regularly practise emergency procedures so that students are familiar with what to do in an emergency. • Arrange for a representative from your local 15 civil defence office to visit your school and talk about emergency management. Contact your “This unit focuses on local council for details. Social Studies, Health • Invite parents and families to class so that and Physical Education students can share what they have learned. and English. You could also focus on other areas of the curriculum such as Technology, Science or Art by using the disaster activity sheets on pages 33 - 39.” Unit Plan Middle
Years: • Years 4-6 Levels: • Levels 2-3 Approximate duration: • 3-4 weeks Essential learning • Health and Physical - Personal Health and Physical Development areas: Education - Healthy Communities and Environments
• Social Studies - Social Organisation - Time, Continuity and Change
• English - Reading
Resources provided: • Template 1: What If cards
• Template 5: Emergency survival items at home
• Template 6: Letter to parents - emergency evacuation and response plans 16 • Template 9: What might happen? • Template 10: Disaster similarities and differences
• Template 11: Report checklist
• Template 12: Historic disasters
• Template 13: Writing about hazards
• Template 14: Health rules after disasters
Other resources • Kevin Boon series Events in NZ History Nelson Price Milburn, 1990 (may be in recommended for this your school library). unit: • Novel The Sleeper Awakes by David Hill.
• Story Isabel’s Upside-Down Day by Rosamond Rowe.
• Pictures or photos of disasters. Picture cards can be used from the Earthquake Commission’s resource As Safe as Houses? A copy was sent to all primary and intermediate schools in 2000. Further copies can be obtained by emailing [email protected] or fax: (04) 473 3414.
• Journal stories The Big One by Keith Tonkin, Part 3, Number 2, 1999 and Flood by Sonny Mulheron, Part 2, Number 2, 2004. 2 - Unit Plans and Activities
Health and Physical Education
Achievement objectives Learning intentions Activities Students will be able to:
Identify and use safe practices Identify and prepare for a range of What might happen? and basic risk-management disasters in the classroom, home Section A: Activity 3 strategies. and community. Identifying hazards (Level 2: Strand A3) Section A: Activity 6 Research and describe the Review the school’s emergency Emergency survival items current health and safety response procedures and Section B: Activity 1 guidelines and practices in take action to enhance their their school and take action to effectiveness. Emergency response enhance their effectiveness. procedures Section B: Activity 2 (Level 3: Strand D3) Identifying special needs Section B: Activity 3
Home visit Section B: Activity 4
Scenario practice Section C: Activity 1 What else can we do? 17 Section C: Activity 2
After an emergency Section D: Activity 2 Social Studies
How and why groups are Describe a range of groups. Disasters in your area organised within communities Section A: Activity 2 and societies. People who help us (Level 2: Social Organisation) Describe the functions of those Section A: Activity 4 groups. How past events changed Explain the ways in which people Historical disasters aspects of the lives of respond to a disaster and learn Section A: Activity 5 communities. from past experiences Emergency (Level 2: Time, Continuity and management office visit Change) Section D: Activity 1 English
Respond to language, meanings, Read and gather information on What is a disaster? and ideas in different texts, disasters from a range of texts. Section A: Activity 1 relating them to personal experiences. Feelings and emotions Section D: Activity 3 (Level 2: Reading) of disasters and what to do before, during Section A: Reducing the and after. For each of the six disaster types on pages 41 - 47, you can choose the learning risk – making ourselves activities that best suit the needs of your class. aware You could use a workstation approach to these activities or assign individual disasters to groups that report their findings back to the class. Homework for each disaster is included Activity 1: What is a disaster? so parents and families can also prepare for different types of disasters. a) Read the novel The Sleeper Awakes by David Hill or journal story The Big One by Keith Tonkin Part 3 Number 2 1999 as an introductory activity. Activity 2: Disasters in your area
b) Explore books, photo cards, the CD-Rom a) Find out about disasters that have happened and internet. Useful books to explore are the in your own area, school, home or local Kevin Boon Series Events in New Zealand History. community. Students can explore the CD-Rom, See the book lists on pages 99 - 101 for others. books and other resources.
• The Wellington Flood b) Make a mind map exploring the question ‘ What could affect you and your local environment?’ • The White Island Eruption
• The Napier Earthquake • The Influenza Epidemic Activity 3: What might happen?
• The Tangiwai Rail Disaster a) Students work in groups to identify the effects 18 of an emergency. Each group chooses an • www.civildefence.govt.nz emergency and researches what might happen. c) Work in small groups to come up with a Groups could complete Template 9: What might definition for disaster. Share these definitions happen? on page 80. with others. Explore the following terms and b) Groups present their findings to the class or record their definitions in a variety of ways, such other groups in different ways. as in a book, on a poster, list or cassette tape: c) List the possible dangers and damage identified • Natural disaster vs. non-natural disaster by each group. For example, blocked roads, • Emergency people trapped in buildings, power lines coming down, or burst water pipes. • Hazard Display this list so that the class can refer to it Refer to the glossary on page 107. for the activity, People who help us (Section A, Activity 4). d) As a class, discuss pictures of various disasters. Ask questions such as: Homework: Different disasters • What has happened here?
• Why do you think this happened? Compare various disasters noting the similarities and differences. • Where could they go? Useful templates • What could they have done to prepare for this disaster? Template 10: Disaster similarities and differences, page 81. • What do you think they might do next?
• How could they be better prepared if this disaster happened again?
e) Use the disaster fact sheets on pages 41 - 47 to help students understand the different types 2 - Unit Plans and Activities
Activity 4: People who help us Activity 6: Identifying hazards a) Invite visitors from the community to come and a) Identify hazards that may affect us personally – talk about their roles, or visit them as a class at school, on the way home, at home. Examples outing. Students prepare questions. Tape or of hazards may include: video these talks for other classes to use. At school On the way At home Possible groups include the police, ambulance home service, fire service, civil defence, Earthquake Commission, first-aiders, telecommunication Glass that may Transport Objects companies, veterinarians, armed services and shatter hazards such that restrict local councils. as speeding movement to cars a safe place b) Students write a report about the group they Bags left in Glass on the Boiling water focused on and their possible functions in a hallways footpath disaster. Template 11, Report checklist on Objects on Chemical Hot elements page 82 has some useful teaching points to wheels fumes model and assess. Heater too Students share their reports and discuss in close to bean pairs: bag • Who could you go to for help in an emergency? b) Take photos of the hazards and use these as • Who could you help at school and at home? a starting point for writing about how we can become more aware of these hazards, or deal with them. Activity 5: Historic disasters 19 c) Each student writes about a different hazard. a) Explore an historic event such as the Napier Collate these to make a book. Use Template 13: earthquake or the influenza epidemic. Use the Writing about hazards, page 84 to help students Kevin Boon resource books or other suggested to structure their writing. resources on page 99. b) Explore personal accounts focusing on thoughts and feelings. Create a flowchart or timeline of events to show the ways in which people respond to a disaster.
Homework: A look at history
Students discuss historic disasters with their families, and complete a summary sheet that explores questions such as:
• What can you learn from these historic disasters and experiences?
• What would you do differently or the same?
Useful template
Template 12, Historic disasters, page 83 Template 4: Survival items ‘cut and stick’ sheet, Section B: Let’s get ready page 74
– be prepared Template 5: Emergency survival items at home, page 75
Activity 1: Emergency survival items Activity 2: Emergency response a) As a class, discuss the possibility of having to procedures stay at home without help for up to three days in the event of an emergency. In pairs, students a) In small groups of four to six, review the school’s brainstorm all the emergency items they might emergency evacuation plans and emergency need. response procedures.
Ask questions like: If the school has various plans, give different plans to each group. Discuss the plans within • What do you think you need? each group to ensure that everyone knows what to do in the event of an emergency. If • What’s it for? the school only has one or two plans then give • How do you use it? these to all the groups.
• Why is it there? What’s its use? b) Divide the groups in half – each group teaches another group what to do. Keep swapping • How much do you think you need? groups until everyone has been through all the emergency response procedures. If the school • What needs to be replenished, replaced or has only one or two plans, go through these as updated? a class. 20 b) Students draw and label a picture to show all c) Make a poster to display the emergency plan or the items or list them. procedure that your group was working on. The poster may include a map or other illustrations Homework: Survival items that clearly demonstrate what to do in an emergency. Put these posters on display to refer to later in the unit. Students take home the Survival item ‘cut and stick’ sheet, and tick the items they have and can easily find at home. Send a letter to their parents or caregivers with discussion points and a checklist of Homework: Home emergency plan survival items. Students are to create a home emergency plan Useful template with their families. Together they brainstorm situations when they may need to leave their house and others when it would be safer to stay indoors. For example, it might be safer to stay indoors during a big storm but what about during a flood? Send a letter to their parents or caregivers with suggestions for discussion and a template for the plan. “Make sure you check out your own school’s Useful template emergency procedures. Template 2: Letter to parents – Introduction to unit, You might find there are page 72 different plans for different Template 3: Home emergency plan, page 73 emergencies, and if you’re inside or outside the classroom. “ 2 - Unit Plans and Activities
Activity 3: Identifying special needs Section C: Time to practise a) Discuss as a group or class how they could help in the community in a disaster. For example: – responding the
• pets right way
• people with special needs
• farm animals Activity 1: Scenario practice
• the elderly. a) Practise a range of emergency drills as a class or a school. Discuss scenarios such as what to do: b) Use the What If cards to discuss various scenarios. Include examples of people with • at lunchtime or during breaks special needs or animals. • if travelling to and from school c) Make a plan or flowchart to show how you could help someone in your neighbourhood • if the teacher isn’t at school and there is a before disaster strikes or during a disaster. reliever. b) Using the What If cards, students work in small groups to act out what they could do Homework: Design a family disaster plan in different situations. Give different groups fridge magnet different scenarios and ask them to discuss and share these with their peers, other students or Brainstorm, as a class, information to include on their families. the magnet, such as: • nearest Civil Defence Centre/Sector Post Homework: How quickly can you exit? 21 • family meeting place Students are to time themselves as they make • out-of-area contact their way out of their family home using the exit route discussed. Time the whole family. Then try it • emergency contacts blindfolded.
• space to write the date when emergency Useful template response procedures have been practised. Template 6: Letter to parents – emergency Students may like to see other emergency plans as evacuation and response plans, page 76 a guideline – refer to the Emergency Plan template on www.whatstheplanstan.govt.nz. Activity 2: What else can we do? Students design their magnet and complete it with their families, then bring it to school and stick a) Refer to the posters made during the magnetic strips to it. Have a competition to see Emergency Response Procedures activity who has designed the most effective and practical (Section B, Activity 2). As a class or in groups, magnet. Someone from the community could be discuss your school’s emergency response invited to be the judge. procedures or plans. Ask questions like:
• Are these school procedures and plans effective and clear?
• What other plans might we need?
• How do we make students and families aware of these plans and procedures?
• How often do we practise these plans? Is it often enough or too often?
• How can we improve their effectiveness? • How can we improve the effectiveness of our home emergency response procedures? Section D: Be a survivor
b) Brainstorm a list of ways to improve the – recovery from disaster effectiveness of school plans and procedures. Ideas might include:
• Sharing information with other classes, Activity 1: Visit from civil defence families or at assembly. emergency management office
• Drafting other emergency plans to present a) You can contact your local council to arrange to the principal or Board of Trustees. a visit to your area’s civil defence emergency management office. Or, alternatively, invite • Writing emergency preparedness messages them to visit you. for the school newsletter. Discuss: • Making a suggested timetable or checklist for the school or teacher to practise • What do we already know about emergency procedures. civil defence emergency management?
• Make a book to explain emergency • What might we expect to see? procedures to: • What jobs do people do there? - ESOL students • How do we obtain information? How is - students with special needs information distributed?
- junior children. • What kinds of equipment do they use? 22 c) Design emergency procedure cards for each • How can they help us in the event type of hazard to display throughout the of a disaster? school. For example, in the library, corridors or office areas. • What can we do to help them?
d) Show younger children what to do in different b) Ask students to prepare questions and to emergency situations by demonstration find out more about civil defence emergency or role play. management, by using the internet, books and other resources, before their visit. They could e) Each student or pair of students chooses a make a quiz to ask other students. focus for how to improve emergency procedure effectiveness and is given time to work on their chosen project. See the assessment activities on Activity 2: After an emergency page 23 for assessing this work. a) Provide students with Template 14, Health rules after disasters on page 85. Students work in Homework: Improving our plans pairs to read and discuss safe practices such as food and water, chemicals and fuels. Students brainstorm a list of ways to improve the effectiveness of their own home plans and b) Students work in pairs to prepare a chart or emergency procedures, with their families. They poster that summarises the ‘do’s and don’ts’ choose one idea to follow up at home and immediately after an emergency. report back to the class, group or teacher on the action taken. Activity 3: Feelings and emotions
a) Read the story Isabel’s Upside-Down Day by Rosamond Rowe or journal story Flood by Sonny Mulheron Part 2, Number 2, 2004. Focus on the feelings and emotions of characters in the story. Ask questions like:
• How was the girl in the story feeling? 2 - Unit Plans and Activities
• What did she do to express her feelings? I have discussed an • If an earthquake or flood happened in your 1 2 3 4 5 house or at school how do you think you evacuation would act or feel? plan with my family • What could you do to help yourself feel I have taken better? action to practise 1 2 3 4 5 b) Ask the students to use puppets to demonstrate the school’s some of the things they could do to help emergency themselves cope with their feelings if a disaster procedures happened. For example: and inform • Look to their parents or other adults for help. others of these plans • Ask questions such as: What is happening? When will I go back home or back to school?
• Help others. For example, clean the house, feed the pets, or look after other children. Learning intention – Health and Physical Education: Level 3 Strand D 3 • Write about or draw their experiences. Describe what happened and how they feel. Review the school’s emergency response procedures and take action to enhance their effectiveness. • Remind them that crying is a way to express feelings and that it’s okay to cry. Each student, or pair of students, reports back to the class or to smaller groups on their chosen focus and how they enhanced emergency procedure effectiveness. 23 Assessment Learning intention – Social Studies: Students’ success criteria can be used as a form Level 1 Social Organisation of assessment. Students could self or peer assess against the set criteria. This could be done verbally Describe a range of groups and describe the or with a chart like the one below: functions of these groups.
Refer to the list from the What might happen Learning intention – Health and activity (Section A: Activity 3) and see if the students can match the possible dangers Physical Education: Level 2 Strand A3 and damage with the appropriate person or group to help. Identify and prepare for a range of disasters in the classroom, home and community. Learning intention – English: Success Continuum Comment Level 2 Reading criteria I can talk Read and gather information on disasters from a about a range range of texts. of disasters 1 2 3 4 5 The What might happen activity (Section C, Activity I can say what 2) that students completed in groups, or the mind I would do if maps students completed (Section A: Activity there was a 2) after gathering information from a range of disaster texts, could be assessed in terms of how well the • at school 1 2 3 4 5 students read and gathered information from various sources. Observe the students carefully • at home 1 2 3 4 5 while they complete this work, and record your observations. Unit Plan Senior
Years: • Years 7-8 Levels: • Levels 3-4 Approximate duration: • 3-4 weeks Essential learning • Health and Physical - Personal Health and Physical Development areas: Education - Healthy Communities and Environments
• Social Studies - Social Organisation
• English - Reading Resources provided: • Template 1: What if cards
• Template 4: Survival items ‘cut and stick’ sheet
• Template 5: Emergency survival items at home
• Template 14: Health rules after disasters
• Template 15: Map of New Zealand
• Template 16: Plus, minus and interesting (PMI) chart
• Template 17: Identifying the effects of an emergency
• Template 18: Hazard hunt 24 Other resources • Kevin Boon series Events in NZ History Nelson Price Milburn, 1990 (may be in recommended for this your school library). unit: • Novel The Sleeper Awakes by David Hill.
• Journal Story Flood By Sonny Mulheron, Part 2, Number 2, 2000.
• Hazard pictures from ACC Thinksafe Education Resource. Available from ACC www.acc.co.nz (click on Injury Prevention, then Schools).
• Picture cards can be used from the Earthquake Commission’s resource As Safe as Houses? A copy was sent to all primary and intermediate schools in 2000. Further copies can be obtained by emailing [email protected] or fax: (04) 473 3414. Health and Physical Education
Achievement objectives Learning intentions Activities Students will be able to: Identify and use safe practices Identify and prepare for Identifying hazards and basic risk-management a range of disasters in Section A: Activity 6 strategies. the classroom, home and community. Emergency survival items (Level 3: Strand A3) Section B: Activity 1 Access and use information to Describe their local Emergency plans make and action safe choices in a community’s needs in the Section B: Activity 2 range of contexts. event of a disaster and take action for the care and safety Identifying special needs (Level 4: Strand A3) of people in their family and Section B: Activity 3 community.
2 - Unit Plans and Activities
Health and Physical Education continued
Achievement objectives Learning intentions Activities Students will be able to: Research and describe the Review the school’s emergency School safety preparation current health and safety response procedures and Section B: Activity 4 guidelines and practices in take action to enhance their their school and take action to effectiveness. Scenario practice enhance their effectiveness. Section C: Activity 1
(Level 3: Strand D3) Encouraging others to practise Section C: Activity 2
Class visit Section D: Activity 1
After an emergency Section D: Activity 2
Social Studies
How people organise themselves Explain the ways in which people What happens where? in response to challenge and have responded to disasters and Section A: Activity 2 crisis. explore the consequences of decisions made. Identifying the effects 25 (Level 4: Social Organisation) of an emergency Identify groups trained to help in Section A: Activity 4 different types of crises. Historical events Section A: Activity 4
Helping Section A: Activity 5 English
Discuss language, meanings, Read, discuss and gather What is a disaster? and ideas in a range of texts, information on disasters from a Section A: Activity 1 relating their understanding to range of texts. experiences, purposes, audience What happens where? and other texts. Section A: Activity 2
(Level 4: Close Reading) Identifying the effects of an emergency Section A: Activity 4
Historical events Section A: Activity 4
Feelings and emotions Section D: Activity 3 Section A: Activity 2: What happens where? Reducing the risk – a) Using the map of New Zealand (Template 15, page 86), ask the students to indicate where making ourselves aware they think the following have occurred: • serious floods where homes have had to be evacuated Activity 1: What is a disaster? • earthquakes (show the fault lines)
a) Read the novel The Sleeper Awakes or a story • volcanic activity. with a disaster or survivor theme such as Flood By Sonny Mulheron Part 2, Number 2, 2004. • tsunami. Disaster stories can also be found on the CD-Rom. b) Students use books, the CD-Rom or www.whatstheplanstan.govt.nz b) Brainstorm a list of disasters. Try classifying to find out what disasters have happened in these in different ways such as impact, cause, New Zealand, and where. They could note natural or non-natural. what has happened in their local community and what is more likely to affect the area in the c) Explore books, photo cards, the CD-Rom future. and Internet to gather information to define disasters. Useful books to explore are the Kevin c) Students complete a ‘plus, minus and Boon Series Events in New Zealand History. See interesting’ (PMI) chart (Template 16, page 87) the list on pages 99-101 for others. or a T-chart comparing their first map with the information they have found. These could be • The Wellington Flood taken home to share with families. 26 • The White Island Eruption • The Napier Earthquake Activity 3: Identify the effects of an • The Influenza Epidemic emergency
• The Tangiwai Rail Disaster a) Students work in groups to identify the effects d) Write definitions for the words: hazard, disaster of an emergency and understand some of and non-natural disaster such as: the complexities involved in responding to an emergency. Each group chooses a disaster • Disaster – an occurrence causing and imagines they are responsible for younger widespread destruction and distress. family members or pets. Ask questions like:
• Hazard – a possible source of danger, a • How can this emergency happen? chance of being injured or harmed. • What dangerous things or damage might e) Use the disaster fact sheets on pages 41 - 47 to happen? help students understand the different types of disaster and what to do before, during and • What could we do to help our families or after. For each of the six disaster types, you can siblings? choose the learning activities that best suit the b) Groups could use resources such as books, the needs of your class. You could use a workstation CD-Rom approach to these activities, or assign individual or www.whatstheplanstan.govt.nz disasters to groups that report their findings to complete Template 17: Identifying the effects back to the class. Homework for each disaster of an emergency on page 88. is included so parents and families can also prepare for different types of disasters. c) Groups could present their findings to the class or other groups. 2 - Unit Plans and Activities
Activity 4: Historic events Activity 6: Identify hazards a) Explore an historic event, such as the Spanish a) Students identify potential hazards at school, Flu in 1918-19 to focus on the impact on on the way home, and at home. List the hazards individual lives. The Influenza Epidemic by Kevin and draw a plan or picture showing the hazards Boon is a useful resource for this, and the NZ and their location. History website www.nzhistory.net.nz/Gallery/ flu/index has recordings of people talking Useful template about their experiences. Template 18: Hazard hunt. page 89 b) Students could use these resources, and b) The ACC Thinksafe Resource has some useful interview someone about their experiences hazard pictures and a ‘spot the hazard’ map. living through disasters or dealing with This resource can be ordered online from emergencies. The students could prepare their ACC’s www.acc.co.nz or by calling ACC on 04 questions in advance and tape these interviews 918 7701. These pictures could be used as an for future reference. example for students to produce or complete c) After interviewing or researching historic events their own hazard map. students could write a report that identifies the c) Students write about how each hazard could short-term consequences of the disaster they affect them, how to make others aware of focused upon, then the medium and long-term it, and how to diminish the likelihood of the consequences. hazard occurring. d) Write a feelings poem that explores the thoughts and feelings of people who have experienced a historic disaster. Share these Homework: Identify the hazards poems with the elderly or others. Students draw a plan of their home or parts of their home that shows the hazards and how to deal with 27 Activity 5: Helping them. Alternatively, students design a cartoon or poster to display at school encouraging others to a) Make a list of groups of people who can help avoid a hazard. in an emergency. Your local council’s civil defence staff may be able to help you with this information. Section B: Let’s get ready b) Invite a guest from an organisation such as the Red Cross, Search and Rescue, St Johns or – be prepared helicopter rescue services, or visit them. They could work with the students to demonstrate what they might do in an emergency or teach the students procedures for helping others such Activity 1: Emergency survival items as first-aid. a) Discuss the possibility of having to stay at home c) Discuss the ways that students could help without help for up to three days in the event of others in the case of an emergency. For an emergency. Arrange a large number of items example, they could help younger students, the on a table, including necessary emergency elderly, people with special needs, people who items and things that may not be needed are hurt, and pets. such as money, photos, mobile phone, watch, passport, keys or clothing. d) Arrange for students to spend time in a kindergarten, with younger students, or with b) In pairs, ask the students to brainstorm all the the elderly to get a better understanding of items they might need. Get them to draw a their needs and how they could help them. picture and label the items. Ask questions like: • What items do you think you need and why?
• Why do you think you need these items?
• Where do you think you should keep them? c) Make an emergency kit for the classroom. home and when it may be safer to stay indoors. Encourage the students to explore the kit, For example, it might be safer to stay indoors reviewing what and how things work. Practise during a big storm but what about during a tuning radios, using tin openers, putting flood? Encourage students to come up with their batteries in a torch and become familiar with own plan, and to add any details they think are the civil defence siren ‘sting’ alert on the necessary while keeping it simple. Send a letter CD-Rom. to their parents or caregivers with suggestions for discussion and a template for the plan. Homework: Survival items Useful templates Students take home the Survival item ‘cut and stick’ sheet, and tick the items they have and can Template 2: Letter to parents - Introduction to unit, easily find at home. Send a letter to their parents or page 72. caregivers with discussion points and a checklist of Template 3: Home emergency plan, page 73. survival items.
Useful templates Activity 3: Identify special needs Template 4: Survival items ‘cut and stick’ sheet, page 74. a) Students could prepare a questionnaire or checklist for people in their neighbourhood, Template 5: Emergency survival items at home, or their extended family, to find out who is page 75. prepared for an emergency. Homework: Questionnaire Activity 2: Emergency plans Students survey at least three neighbours or 28 extended family using their questionnaire or a) In groups, students review the school’s relevant checklist to find out how others are prepared emergency evacuation plans and emergency for an emergency. response procedures. They could note the positive, minus and interesting points related b) Analyse and graph these results at school. to the plans (see Template 16: Plus, minus and Students could suggest ways to help others interesting (PMI) chart on page 87). Discuss become more prepared and have time to these as a class to ensure that everyone knows implement these suggestions. what to do in the case of an emergency.
Activity 4: School safety preparation “Check out your own school’s emergency procedures. You might a) Assign groups to certain school buildings find that there are different plans and classrooms (such as the library, hallways, staffroom or assembly hall). Ask the students to: for different emergencies, and for inside and outside the classroom.” • make sure all emergency exits in these areas are signposted
• set up a regular checking process (if there b) Buddy up with a younger class in the school or isn’t one already in place) to ensure that a local primary school and show these students these exits are useable what they need to do in an emergency. Choose an emergency and make a book for junior • make a map of the rooms showing where school students, explaining what to do during a the emergency exits are, and display these disaster. in the rooms • locate points to turn off power, gas and Homework: Home emergency plan water • encourage students to demonstrate these Students are to create a home emergency plan areas to teachers in the school – make maps with their families. Together they brainstorm to show these points for easy reference. situations when they may need to leave their 2 - Unit Plans and Activities
“Be careful when showing your students these points. Gas should only be turned off in a disaster if there’s a Homework: What if? fire or you can smell gas. Students make up their own What If cards or That’s because once it’s design a game involving the What If cards. turned off, you’ll have to get the gas company in to turn it Useful template back on.” Template 1: What If cards, page 65
Activity 2: Encouraging others to practise b) Discuss any pets the school has, where they live and their requirements in an emergency. Draw a) Brainstorm ways for students to encourage a flowchart to demonstrate these points. others to practise emergency drills and response procedures. For example: Homework: Find it! • Designing posters for display around the school that show what to do in different Students are to locate the power, gas and water at emergencies, or create a webpage for the home with an older person. Draw a map to show school website. these points and display it in a prominent area in their house. • Making a play, rap, song or dance that 29 demonstrates the importance of practising Section C: emergency drills. • Designing picture information cards for Time to practise – ESOL students and students with special needs. responding the right way • Working with teachers to organise emergency drill practices. For example, students could suggest holding an Activity 1: Scenario practice earthquake practice with younger students, or while having school assembly. a) Practise a range of emergency drills as a class or school. Discuss scenarios such as what to do: Homework: Improving the plan • at lunchtime or during breaks Students and their families brainstorm a list of • if travelling to and from school ways to enhance the effectiveness of their own • if the teacher isn’t at school and there is a home plans and emergency procedures. They reliever. choose one idea to follow up on at home and report back to the class, group or teacher on the Refer to the simulation activities for more action taken. suggestions. b) Using the What If cards, students work in small groups and act out what they could do in different situations. Give different groups different scenarios and ask them to discuss and share these with their peers, other students or their families. Section D: Be a survivor Homework: Pamphlets – recovery from disaster Students could finish these pamphlets for homework and share them with their families.
Activity 1: Class visit Activity 3: Feelings and emotions
a) Arrange a visit to a variety of places or have a) Read some of the What If scenarios or read a someone come and visit your class or school. story such as Flood by Sonny Mulheron (School Some suggestions are: Journal Part 2, Number 2, 2004) that explores characters’ feelings. Discuss the characters’ • Civil Defence Emergency Management feelings and responses that are part of grieving, office loss or feeling scared. Brainstorm a list of feelings that people in the scenarios may • police search and rescue team have experienced. • mountain clubs b) Students choose a character from a story or • fire service scenario and draw a picture, or create a model to express their feelings and responses. • NZ Safety Council c) Students share these drawings or models with • army. others, and explain how they would try to deal with these feelings if they were in the b) The students may be able to come up with same situation. some suggestions for places they might like to visit, and then help to plan and set the aims for 30 the visit. For example, to find out: Assessment • who takes over or helps during an emergency? Students’ success criteria can be used as a form of assessment. Students could self or peer assess • when do they take over? against the set criteria. This could be done verbally or on a simple chart as on next page: • who and what are their roles?
• who and what is Civil Defence and what is Learning intention – Health and their role? Physical Education: Level 3/4 Strand A3 c) Practical activities could be explored, such as first-aid, making shelters, cooking on a primus, Identify and prepare for a range of disasters in the gas cooker or barbecue (with adult supervision). classroom, home and community.
Activity 2: After an emergency
a) Students could research the ‘do’s and don’ts’ for immediately after an emergency. Template 14: Health rules after disasters on page 85, is useful for this. “There are also more ideas in The Curriculum in Action b) Students could produce a pamphlet outlining safe practices such as: Resource, Change Loss and Grief – available from • preparing drinking water Learning Media www. • sewage disposal learningmedia.co.nz or by • what do we eat first and how much calling 0800 800 565.“
• identifying ongoing hazards after the event. 2 - Unit Plans and Activities
Success Continuum Comment What help do members of the local community criteria need in the event of a disaster? I can list a Examples range of disasters 1 2 3 4 5 I can explain what I would What action have you taken to help others do if there was prepare for an emergency? a disaster Name/group Action/s taken
• at school 1 2 3 4 5
• at home 1 2 3 4 5
• when I’m 1 2 3 4 5 on holiday Learning intention – Social Studies: • while going 1 2 3 4 5 to or from Level 4 Social Organisation school. Identify groups trained to help in different types of I have crises. discussed an evacuation 1 2 3 4 5 Students complete a mind map to identify groups plan with my of people that can help them in an emergency, and family. their roles. I have taken 1 2 3 4 5 action to 31 Learning intention – English: Level 4 practise the school’s Close Reading emergency procedures Read and gather information on disasters from a and inform range of texts. others of these Work in small groups to conduct a guided reading plans. activity at the students’ appropriate reading level. Get the students to make a quiz for someone else Learning intention – Health and in the reading group to answer. See the CD-Rom for various quiz examples. Physical Education: Level 3 Strand D3
Describe their local community’s needs in the event of a disaster and take action for the care and safety of people in their family and community.
Students write a paragraph on the help that local community members might need in a disaster. Include a summary of the action they have taken to help others prepare for an emergency. A chart could be used, as above right. • Find out the speed of disasters such as tsunami Related cross-curricula and floods, and compare these to the speeds of lessons years 0-8 different types of transport.
Language and Languages: Science: • Discuss events and personal experiences • Use the Building Science Concepts books to focus related to earthquake drills - English (speaking). on the Planet Earth and Beyond strand. • Read and gather information on disasters from - Book 12: Volcanoes: Hot rock in a cool world. a range of texts - English (reading).
- Book 40: Earthquakes: Feeling the earth move. • Explore the legend of Rūaumoko, Māori God of earthquakes - Māori. - Book 50: Extreme weather. • Explore the legend of Mafui’e, the Samoan God • You can also use the civil defence publication: of Earthquakes - Pasifika. Tephra available from their website, www.civildefence.govt.nz
• Create a volcano in a sandpit using baking soda, What’s the Plan Stan is also useful for LEOTC vinegar and dye. activities, for instance: • Shelter–building, using materials such as Technology: blankets and ropes. • Basic first-aid instruction from Red Cross or • Make a container to hold items for a first-aid kit. 32 Order of St John. • Create plans or diagrams of a new product that will help to prevent disasters.
• Design a Family Disaster Plan fridge magnet
to inform the family about preparing for an
emergency.
The Arts:
• Write a song or jingle to remind people to prepare for disasters.
• Act out various disaster scenarios.
• Use musical instruments to explore the sounds of a storm.
Mathematics:
• Measure the water needed per person per day. Calculate how much your family will need for three days.
• Create surveys to see how well people in your class or school are prepared for disasters.
• Research the height of various tsunami around the world and graph the results. 2 - Unit Plans and Activities Disaster Activities And Homework Ideas
This section provides activity sheets and homework ideas that you can use as part of the unit plans or as one–off lessons. They are also available on the CD-Rom for cutting-and-pasting into lesson plans as required.
The homework ideas may prompt parents and families to plan and prepare for disasters. They will also help to ensure that work in the classroom is discussed and continued at home.
33 Earthquake activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with class: 1. Discuss with class:
• What is an earthquake? • What is an earthquake? • What is an earthquake?
• If there is an earthquake • If there is an earthquake • If there is an earthquake while we are at school, while we are at school, while we are at school, what are the hazards to life what are the hazards to what are the hazards to life and property? life and property? and property?
• Where are the safe places? • Where are the safe places? • What is a safe or dangerous place in an 2. Give students red stickers 2. Instruct students to draw a earthquake? (dangerous) and green map of the classroom and use stickers (safe) to attach to a colour code on the map to 2. Divide class into groups to appropriate places around the identify dangerous (red) and survey various areas of the room. safe (green) places. school (eg classrooms, library, hall) to identify safe and 3. Ask students to draw a map of 3. Ask them to label their maps dangerous places. the class to show the location to show why each place is safe of the green and red stickers, or dangerous. 3. Tell groups to draw maps and label why they have of their assigned areas, chosen those places. 4. Instruct students to write showing safe and dangerous some suggestions for making places, and suggesting how 4. Discuss ways to fix some of the dangerous places safer. dangerous places could be the dangerous places so they made safer. are safer. 5. Practise Drop, Cover and 34 Hold. 4. Ask them to produce 5. Practise Drop, Cover and earthquake response plans for Hold. their areas, and present these to the rest of the school.
5. Practise Drop, Cover and Hold. Homework ideas 1. Walk with an adult around 1. Draw a colour-coded map of 1. Survey the different rooms your house and decide on the your home, identifying the in your house to identify safe areas that would be safe in areas that would be safe in and dangerous places in an an earthquake (green areas) an earthquake (green areas) earthquake. and those that would be and those that would be dangerous in an earthquake dangerous in an earthquake 2. Draw a diagram of your (red areas). (red areas). home labelling those areas that would be safe in an 2. Talk to an adult at home about 2. Interview an adult to see if earthquake (green areas), the safe places you found in they understand Drop, Cover and those that would be your house. and Hold. dangerous in an earthquake (red areas). 3. Show and adult at home how 3. Draw a cartoon and use to Drop, Cover and Hold. speech bubbles to show what 3. Label the diagram to suggest they knew about Drop, Cover how the dangerous places and Hold. could be made safer.
4. Check if your house has 4. Mark on your diagram where an emergency plan and your family’s emergency items emergency items. are kept.
5. Write a paragraph about the 5. Write an earthquake plan for results of your checks, and your home as a bullet-pointed what your family needs to do list, beside or under your to be better prepared for an diagram. earthquake. 2 - Unit Plans and Activities
Tsunami activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with class: 1. Discuss with class:
• What is a tsunami? • What is a tsunami? • What is a tsunami?
• Are tsunami likely where • Are tsunami likely where • Are tsunami likely where we live or go to school? we live or go to school? we live or go to school?
2. Help students to identify on a 2. Ask students to draw a map 2. Give students the following map the nearest high ground of the area around the school choice of topics to research: in the area (over 35m above and to draw the nearest high sea level). If there is no high ground (over 35m above • What is a safe place during ground, identify the safest sea level). If there is no high a tsunami? route inland (at least 1km ground, draw the safest route • Where are our local safe inland). inland (at least 1km inland). places? 3. Discuss what to do if they hear 3. Discuss what to do if they hear • What heroic deed did a tsunami warning. a tsunami warning. British schoolgirl Tilly 4. Practise a tsunami warning, 4. Discuss what to do if they feel Smith do during the 2004 and walk as a class to the a strong earthquake and they Indian Ocean tsunami? identified safe point. are at the beach. • What is the difference 5. Practise a tsunami warning, between distant, regional 35 and walk as a class to the and local source tsunami, identified safe point. and how should we respond to each?
• What is our school’s tsunami plan?
Homework ideas 1. Ask an adult at home if a 1. Decide with an adult at home 1. Decide if a tsunami could tsunami could affect your if a tsunami could affect your affect your house. house. house. 2. Does your house have an 2. Identify with an adult the 2. Draw a map of the area emergency plan for tsunami? nearest high ground or the around your house, showing safest route inland from your the route to the nearest high • If yes, review the tsunami house. ground or the safest route emergency plan for inland. your house, and check 3. Go for a walk with your family that it covers everything to practise moving to your 3. Share your map with an adult suggested in the Yellow safe point. at home, and ask them to add Pages®. any comments about your 4. Draw a picture of your family plan. • If not, work with an at the safe point. adult to write a tsunami emergency plan – the Yellow Pages® has ideas for this. Volcano activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with class: 1. Discuss with class:
• What is a volcano? • What is a volcano? • What is a volcano?
• Are there any volcanoes • Are there any volcanoes • Are there any volcanoes near where we live? near where we live? near where we live?
• What should we do in a • What should we do in a • What should we do in a volcanic eruption? volcanic eruption? volcanic eruption?
• What is a lahar? • What does the word • What are the dangers of ‘evacuation’ mean? volcanic eruptions? 2. Ask students to draw a picture of a large bag and • What is a lahar? • What is a lahar? the emergency items inside, which they and their families 2. Brainstorm with students 2. Divide the class into groups. should take with them if how they and their families They imagine they are news evacuated during a volcanic would prepare if they had to teams covering an eruption. eruption. evacuate in an eruption. They produce a newspaper page, or radio or television 3. Present the students with 3. Ask students to write a play broadcast about an imaginary 36 different scenarios to check about a family evacuating evacuation from a volcanic if they have drawn the because of a volcano. Include eruption. They must include appropriate items in their a list of what they took with advice on what to do before, bag for different situations. them. They could perform this during and after an eruption. For example, it is dark, have play to another class. you got a torch; your radio 3. Allow students to present has gone flat, have you got their articles or programmes. batteries? Homework ideas 1. Take home your picture 1. Take your play home and 1. Become an investigative of the bag containing the discuss it with an older reporter. Write a newspaper emergency items. person. article about the readiness of your house for an eruption. 2. Tick the items in your bag that 2. Check if you can find all the For example, have you got you and an adult at home can emergency items in your emergency items and an find in your house. house. List any that you emergency plan? cannot find, and describe 3. Draw or make a list (with help what your family could do to 2. Interview an adult at home from an older person) about get them. as part of your article. You anything in your bag that you may want to tape or video it. cannot find in your home. 3. Discuss with an adult at home Find out if they are prepared what happens to pets during for a volcanic eruption or an evacuation. Write an emergency evacuation. emergency plan for looking after your pet in an eruption, or for an imaginary pet if your family does not have an animal. 2 - Unit Plans and Activities
Storm activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with class: 1. Discuss with class:
• What is a storm? • What is a storm? • What is a storm?
• What could happen in a • What could happen in a • What is a tropical cyclone? storm? storm? • What could happen in a • Has our area ever suffered • Has our area ever suffered storm? from a storm? from a storm? • Has our area ever suffered 2. Identify the safest places in 2. Divide the class into groups to from a storm? the class to shelter in a storm, make a chart that shows the and also the most dangerous advice which they think would 2. Instruct students to research places (such as windows, appear in the Yellow Pages® the Wahine storm (Cyclone metal and electrical fixtures). about what to do before, Giselle) on the CD-Rom during and after a storm. or the internet. 3. Ask students to make a small handheld lollipop sign (red 3. Groups compare their 3. Ask students to identify the one side and green the other). predictions with the actual hazards that occurred on land Stand in different parts of information in the Yellow during the Wahine storm, and the classroom and display Pages®. They can highlight to design safety guidelines the green side to show a safe same ideas and add missing that address each identified 37 area or the red side to show a ones to their chart. hazard. dangerous area in a storm. 4. Use their charts to make a 4. Ask students to compare poster about what to do their safety guidelines with before, during and after those in the Yellow Pages®. storms. Add anything they have not covered to their guidelines.
Homework ideas 1. Identify safe and dangerous 1. Interview an adult at home 1. Interview an older person areas in your home with help if they have ever been in about their memories of from an adult at home. a storm. List key words the Wahine storm (Cyclone and sentences about their Giselle) in 1968, or another 2. Ask an adult at home if they experiences. storm they experienced. have ever been in a storm. With their help, write a 2. Imagine there was a major 2. Write a paragraph about the sentence about what it was storm tonight, and you had things the person did to keep like for them. to rely on your emergency themselves safe during the supplies as they are right now. storm. 3. Discuss with an adult what Check the Yellow Pages® with you should do with pets an adult, and write a list of the 3. Check your family’s during a storm. Draw a picture supplies you have and those emergency supplies at home. showing what you should do. you don’t. 4. If there are items missing from 3. If there are items missing from your emergency supplies, tell your emergency supplies, tell an adult at home. an adult at home. Flood activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with class: 1. Discuss with class:
• What is a flood? • What is a flood? • What is a flood?
• Are we at risk of a flood? • Are we at risk of a flood? • Are we at risk of a flood?
• Have we ever had floods • Have we ever had floods • Have we ever had floods here? here? here?
• How high did the water • How high did the water • How high did the water reach? reach? reach?
2. Brainstorm the effects of a 2. Using digital photos of the 2. Ask students to list what flood in the classroom and classroom, students label should be done before, during consider possible damage what would be underwater and after a flood by children, (such as computers ruined, in floods of differing levels (if adults or both. wet books, the playground known, base these on likely underwater). levels for your school.) 3. Divide the class into two:
3. Discuss what to do to lessen 3. Ask them to add text boxes • Those with younger damage before a flood occurs, to the digital photos, siblings make brochures 38 and to keep safe. showing what could be done suitable for the junior and to minimise damage. For middle school, showing 4. Discuss and write a sentence example, turn off electricity, them what children should about what to do in a flood at put computers up high, and do in a flood. school. pick up any books from the • Those without younger floor. 5. Practise a class evacuation to siblings make brochures high ground. 4. Read the school evacuation for parents, outlining what plan, and practise it as a class. adults can do in a flood.
Homework ideas 1. Identify what would be 1. Draw your home, and number 1. Take home your brochure. affected by a flood in your each place or important Show it to younger siblings or home. object that could be damaged parents, as appropriate. in a flood. 2. Talk to an adult at home about 2. Make an evaluation of their what they would do to protect 2. Write a key for the numbered response to the brochure. important things in a flood. drawing, listing what could be Could they understand it? Was done to lessen the damage it helpful to them? 3. Ask an adult if they have been from floods for that particular involved in floods before. If place or object. 3. Ask an adult at home about so, find out what happened any flood they have been so you can talk about it to the 3. Discuss emergency exits from involved in or known about. class. your house with an adult Write a report about what at home, and add them to happened, and what they did. your drawing. Point out the emergency meeting place if you need to evacuate. 2 - Unit Plans and Activities
Non-natural disaster activities and homework ideas
Classroom activities Junior Middle Senior 1. Discuss with class: 1. Discuss with the class: 1. Discuss with class:
• What are non-natural • What are non-natural • What are non-natural disasters? disasters? disasters?
2. Read a story about a non- • Which types are more • Which types are more natural disaster (eg the non- likely where we live? likely where we live? natural disasters story on the CD-Rom). 2. Give each group a different 2. Allow students to each choose type of non-natural disaster. a historic non-natural disaster 3. Students make a cartoon or Each group makes a poster to research. use speech bubbles, showing about their disaster, leaving the main character taking the the bottom third of the page 3. Instruct them to research the appropriate action. empty. correct responses for that type of disaster. 4. Students explore where they 3. Let groups present their can find out what to do in posters to the class. After each 4. Ask students to design a a non-natural disaster. For presentation, discuss with the board game about their example, the Yellow Pages® or class what they should do in chosen disaster, which www.whatstheplanstan.govt. that disaster. Refer them to rewards correct emergency response action before, nz. the Yellow Pages® or www. 39 whatstheplanstan.govt.nz. during and after the event.
4. Instruct groups to add ‘what 5. Allow them to trial their to do’ information in the games with classmates or bottom third of their poster. other syndicates. Homework ideas 1. Show an adult at home the 1. Interview an adult at home 1. Make a television commercial civil defence section in the about what to do in a non- on video or a brochure to Yellow Pages®. natural disaster (choose advertise the website or another type of disaster from resource that you used to 2. Use the Yellow Pages® or the one your group studied at research your chosen disaster. www.whatstheplanstan.govt. school). Your commercial or brochure nz to find out what to should also promote the do in the type of disaster you 2. Make a cartoon with speech correct response for that type have been studying. bubbles showing what to do of disaster. Share these with before, during and after that your class. 3. Write a sentence or draw a type of disaster. picture to show what you 2. Ask an older person to watch have learned to do in that 3. Use the Yellow Pages® or your commercial or read your type of disaster. www.whatstheplanstan.govt. brochure. Ask them about nz to check your cartoon their response and whether covers all the important they feel your family is fully points. prepared if this type of non- natural disaster occurred.
3. Write a short report about the older person’s response, and the readiness of your family for this type of non-natural disaster. Disaster Fact Sheets
The fact sheets in this section provide information about different types of disasters and what to do before, during and after each type of disaster. While they are designed as a quick source of background information for teachers, they could also be used as reading activities for older students.
The fact sheets are also available on the CD-Rom for cutting-and-pasting into lesson plans.
40 2 - Unit Plans and Activities
Fact sheet 1: Earthquakes What do we do before an earthquake? • Practise your earthquake drill: drop, cover and hold. What is an earthquake? • Talk with your family, and prepare an New Zealand lies on the boundary of the Pacific emergency plan. and Australian tectonic plates. • Identify safe places to take cover close to you at Tectonic plates are always on the move. Tension home or school. builds up as they scrape over, under or past each • Help your parents to fix, fasten and forget other. In some places movement between the plates is happening all the time, causing frequent items at home. small or moderate earthquakes. Other areas, where the movement is not constant, are prone to stronger quakes separated by longer periods of What do we do during an earthquake? time. • Drop, cover and hold. Most (though not all) earthquakes occur at faults, • Stay where you are until the shaking stops. which are breaks extending deep within the earth, caused by the movement of these plates. The point • If inside remain inside, if outside stay outside. under the ground where the earthquake actually begins is called the hypocentre or focus, while the • Do not attempt to run outside. place directly above it on the surface is known as the epicentre. What do we do after an earthquake? Earthquakes cause vibration waves to travel though the ground. The first sign of a quake • Listen to and follow all instructions from adults 41 is often the rumbling sound caused by the ‘P’ or the radio. (primary or push) waves travelling at about 20,000 kilometres an hour, twenty times faster than a jet • Stay calm. aircraft. The ‘S’ (secondary or shear) waves follow along at about 10,000 kilometres an hour, and • If you can, help others who may need it. cause the main rolling and shaking effects of an • Watch out for possible dangers or hazards. earthquake. • Remember there may be some aftershocks. There are two ways of measuring earthquakes: • Remember your prepared action plan and • The Richter scale uses instruments to measure follow it, if it is safe to do so. the energy released by the earthquake. The scale ranges from one to nine (the largest so far was the 9.5 Chilean earthquake in 1960). It is a logarithmic scale, which means that a magnitude seven earthquake is 32 times as powerful as a magnitude six quake. The 1855 Wellington earthquake had an estimated magnitude of 8.2, and Napier was struck by a 7.8 quake in 1931.
• The Modified Mercalli (MM) scale is a judgmental measure of intensity based on the effects the earthquake on people and structures. This scale ranges from MM1 (smallest) to MM12 (largest). The 1855 Wellington and 1931 Napier earthquakes were both MM10 at their epicentres. Fact sheet 2: Tsunamis What do we do during a tsunami? • Stay calm.
What is a tsunami? • Leave the area immediately if you are at the beach or near a river when a strong earthquake Tsunami is a Japanese word meaning ‘harbour occurs. Move quickly but safely. wave’. A tsunami is a series of fast travelling waves • Go at least one kilometre inland or 35 metres caused by a large disturbance in the sea or on above sea level. the ocean floor, such as an earthquake, landslide, volcanic eruption or meteorite. The waves can be • Don’t go to a river or beach to watch the waves separated by as much as an hour apart, and can come in if a warning has been issued. travel many thousands of kilometres across the oceans at great speeds of up to 800 kilometres per hour. What do we do after a tsunami?
A tsunami may pass unnoticed as it crosses deep • Stay calm. oceans, but it loses speed and gains height when it reaches shallow water. Large waves up to 15 • Listen to, and follow, instructions from adults or metres or more in height can come crashing onto the radio. the land. The effects may become worse in narrow bays and inlets. • Help others who may need it, if you can.
Tsunami waves appear either as rapidly-moving tides with very strong currents that can wash people and objects out to sea, or as large breaking waves that can cause significant impact damage at 42 the shoreline.
As New Zealand is surrounded by water, many of our coastal communities are at risk from tsunami. These can be caused by distant disturbances (for instance, the Chilean earthquake in 1960), or may be generated closer to our shores (such as the two near source tsunami experienced near Gisborne in 1947).
In a tsunami the water level may fall very quickly below the normal low tide mark then return just as quickly. If this happens, there won’t be enough time to issue a warning, so it is important that you know what to do, and that you act quickly.
What do we do before a tsunami?
• Know if your local area could be struck by a tsunami.
• Talk with your family and prepare an emergency plan.
• Identify safe places close to your home and school – a place that is at least one kilometre inland or 35 metres above sea level. 2 - Unit Plans and Activities
Fact sheet 3: Volcanoes What do we do before a volcanic eruption?
• Know where active volcanoes are and whether What is a volcano? they are likely to affect you.
New Zealand is situated on the Ring of Fire, a • Have an evacuation plan – where to go and geographic belt encircling the Pacific Ocean and how to get there. containing about 90% of the earth’s volcanoes. There are six active volcanic regions in New • Save water in your bath, basin and containers Zealand, five in the North Island and one in the early on – supplies may become polluted. northern offshore islands. Volcanoes come in different shapes and sizes. What do we do during a volcanic There are three main types found in New Zealand: eruption? • cone volcanoes such as Mounts Ruapehu, • Stay indoors – keep windows and doors shut. Taranaki and Ngauruhoe • If outdoors – find shelter. • volcanic fields such as the ones found in the Auckland area • Listen to the radio for instructions.
• calderas, large depressions formed by huge • If told to leave, cover your face and mouth and explosions, such as Lakes Taupo and Rotorua. take your getaway items.
Volcanoes erupt when pressure builds up inside • Stay together. the earth and forces molten rock (magma) towards the surface. Volcanoes usually have short active • Do not go sightseeing. periods, separated by longer dormant periods. 43 Even extinct volcanoes are capable of coming to • Take your outer layer of clothing off before life again. entering a building – volcanic ash is difficult to get rid of. The type of eruption varies according to the amount of dissolved gases in the magma (which determines the explosiveness) and the silica What do we do after a volcanic content (which determines the runniness). Some eruption? eruptions are explosive, blowing out great volumes of rocks and molten material. Other volcanoes • If in a safe place – stay put. erupt in flows, pouring out clouds of hot gas mixed with small particles, or streams of liquid lava. • Listen to the radio for information.
Those living in volcanic regions are at risk from ash, • Return home only when told. debris and lava flows. For instance, the eruption of Mount Tarawera in 1886 killed an estimated 153 people. If there is a crater lake or torrential rain, water can mix with volcanic debris to form a swiftly-moving avalanche of mud called a lahar, like the one that swept off Mount Ruapehu in 1953 and caused the deaths of 151 people in the Tangiwai railway disaster.
It is therefore important to know what to do before, during and after a volcanic eruption. Fact sheet 4: Storms What do we do during a storm? • Stay inside.
What is a storm? • Close all curtains. • Stay away from doors and windows. A storm is a disturbance of the atmosphere that can cause strong winds, rain, thunder, lightning, • Open a window on the side of the building heavy snow and rough seas. A strong wind away from the wind - this will relieve pressure warning is issued by the MetService when winds of on the roof. more than 87kph are expected over land. • Stay away from metal and electrical fixtures. New Zealand is particularly prone to storms, as it lies in the ‘Roaring Forties’, between 40 and 50 degrees latitude south, where mild air What do we do after a storm? temperatures from the north meet cooler air from the south. • Stay indoors and listen to the radio.
Tropical cyclones (called hurricanes in the Atlantic • Avoid dangling and broken power lines, and east Pacific, and typhoons in the north-west if evacuated. Pacific) are large revolving storms which develop in the tropics, with a sustained wind-speed of more than 120kph.
Tropical cyclones usually weaken as they encounter the cooler sea temperatures around New Zealand, but sometimes they cause significant 44 danger. In 1988 Cyclone Bola caused New Zealand more than $200 million in damage, even though it was no longer a tropical cyclone by the time it reached our shores.
Storms have the ability to destroy roads, railways, bridges and buildings. Crops and livestock can be devastated. At sea, ships are at risk (the ferry Wahine foundered during Cyclone Giselle in 1968, with the loss of 51 lives). Hazards from storms include fallen trees and poles, torn-off roofs, fast-flowing currents in streams and rivers, flying objects, land slips, and flooding. Coastal areas can suffer from storm surges, which are extra-high tides caused by the high winds pushing the sea forward.
What do we do before a storm?
When a strong wind warning is issued:
• Listen to your radio for information.
• Bring pets inside.
• Clear away anything outside that may become a flying missile in the wind.
• Put tape across large windows to prevent them from shattering.
• Close all windows. 2 - Unit Plans and Activities
Fact sheet 5: Floods What do we do during a flood? • Listen to weather reports and updates for advice and instructions. What is a flood? • Don’t go into flood waters alone. Floods are one of New Zealand’s most frequent • Take your getaway items with you if you have to disasters. They can occur as a result of storms and leave your home. heavy rain causing rivers to overflow their banks. • Remind adults to turn off water, electricity and Normal rainfall is partly absorbed by the soil and gas. vegetation. The residue runs off the land to form our streams and rivers. Floods occur when there is too much water to be absorbed, and the run-off is What do we do after a flood? too much to be carried by the rivers.
There are three main types of flood: • Only return home once you are told it is safe.
• Some rivers have periodic floods, forming flood • Do not go sightseeing through flooded areas. plains. During heavy rain the river overflows its • Do not drink floodwater. It could be banks into the flood plain. contaminated. • Flash floods occur with little advance warning, and are caused by intense rainfall in a relatively small area.
• Coastal areas can occasionally be subject to floods from the sea caused by unusually high tides or tsunami. 45
Flood waters can ravage the land, destroying roads, bridges, railway tracks and buildings. Crops can be inundated and livestock drowned. Human lives are also at risk, particularly in flash floods and tsunami, where fast-flowing water filled with debris can sweep people away. The waters can even be strong enough to pick up vehicles.
After a flood there will be a lot of damage and pollution to clean up. It may take months or years to recover.
What do we do before a flood?
• Find out about the worst flood in your area and how high the flood waters reached. Would it reach your home?
• Know how to reach the nearest high ground.
• Move animals to safety.
• Keep valuables and some food and water above the high water mark. Attics or upstairs rooms are good places for storage, as long as there is easy access.
• Remind your family to store chemicals in a high, safe place. If a flood occurs and these chemicals leak, they could be dangerous. Fact sheet 6: Non-natural What do we do before a non-natural disaster? disasters Wildfire
• Make sure that garden hoses are connected to What is a non-natural disaster? taps and reach all areas of your property.
Non-natural disasters are caused by human • Keep your driveway clear so that fire appliances activity. These disasters may be limited to a small can reach your house. area or their effects might be widespread. • Make sure your property is easy to find from the Non-natural disasters could include: road.
• wildfires (also known as bushfires) • Plan and practise how you will evacuate.
• pandemics (Avian flu, SARS) • Know at least two suitable exit routes from your neighbourhood. • biohazards (chemical spills) • Keep a kit of emergency supplies. • transportation accidents (trains, planes)
• terrorism (bombs, threats). Pandemic
In these situations, always tell an adult or • Talk to your family and friends about health appropriate authority, and follow instructions. hygiene – hand washing, and safe coughing As there are so many different kinds of non-natural and sneezing. 46 disasters, this hazard sheet concentrates on • Make sure you have your emergency survival wildfires and pandemics. items.
• A wildfire is an unplanned fire that starts • Include paracetamol (for fever) in your home outdoors, such as on a gorse-covered hillside or emergency survival items. in a forest. They become a hazard when the fire threatens nearby people or property. • Have a plan for what you and your family would do if you had to stay at home during a Many houses in New Zealand are surrounded by pandemic. bush, which makes them vulnerable to wildfire. Even if people do not live anywhere near the bush, they often holiday in areas susceptible to What do we do during a non-natural wildfires. So it is important to know what to do. disaster? • A pandemic is a widespread outbreak of an infectious disease throughout a region or even the world e.g. Avian flu, SARS (Severe Acute Wildfire Respiratory Syndrome). • Dial 111. Devastating influenza (flu) pandemics swept the globe three times last century: 1918-19 • Follow the instructions of emergency people. (Spanish flu), 1957-58 (Asian flu) and 1968- • If you have to evacuate: 69 (Hong Kong flu). The Spanish flu was New Zealand’s worst disaster, killing about 8,600 - Close all doors and windows. people in our country and about 50 million worldwide. - Leave outside doors unlocked so that fire- fighters can get in easily if they have to. Besides the large numbers of deaths caused by pandemics, they also result in huge disruptions - Leave a light on in each room to help to society. Medical services are overwhelmed, improve the visibility for fire-fighters if it is schools and businesses closed down, smoky. transportation and trade reduced, and borders closed. • If caught in the open, move to an area with low fuel, such as a clearing, lake, or previously burnt ground. 2 - Unit Plans and Activities
• Don’t try to outrun the fire - move across the front of the fire to the flanks (sides).
• Move downhill - the most intense fire will be at the top of hills.
• Don’t try to run through the flames unless you can clearly see behind them.
• Try to get in or behind something to avoid the radiant heat.
• Stay low and cover your mouth and nose with a wet cloth.
Pandemic
• Stay home if you are sick, keep away from other people and avoid visitors.
• Wash and dry your hands before handling food and after coughing, sneezing, using the bathroom, wiping children’s noses and when looking after sick people.
• Use tissues to cover coughs and sneezes. Throw used tissues in the rubbish bin.
• Give fluids to people who have a fever and/or diarrhoea. Paracetamol can be used to bring 47 down high feavers.
For more information, see the Ministry of Health website: www.moh.govt.nz/influenza
What do we do after a non-natural disaster?
Wildfire
• Do not go sightseeing.
• Beware of hotspots as they can flare up again.
Pandemic
• Listen to the radio for instructions.
• Stay prepared – pandemics often come in waves.
3 - Simulation and practice activities Roles
Using What’s the Plan Stan effectively in your school teaching and learning programme requires the support and involvement of various people and organisations besides the classroom teachers. This section outlines the roles of different people and groups to help makeWhat’s the Plan Stan happen. Roles include:
• Emergency management co-ordinator
• Principals and management teams
• Boards of trustees
• Parents, whānau and the community
• Ministry of Civil Defence & Emergency Management/CDEM groups.
Emergency management co-ordinator
Your school may want to assign someone to co-ordinate emergency management. This could be the health and safety co-ordinator, as some responsibilities do overlap, or it could be a separate role.
Here is a checklist of some tasks the emergency management co-ordinator could be responsible for: 49 Identify natural and non-natural hazards that may affect the school.
Identify the civil defence resources already available at school, and tell staff about these at a staff meeting or display them in the staff room.
Discuss responses to potential types of emergency situations and record plans, with staff.
Provide all staff and the office with a list of emergency wardens and contacts.
Conduct a school-wide emergency response drill at least once each term.
Keep a record of emergency drills and their testing frequency (see Template 26: Emergency drills and testing, page 97).
Develop a plan for students with special needs and how to cater for them in an emergency evacuation (see Template 27: Ministry of Education toolkit 5D, page 98).
Establish a process to ensure all fire alarms work, fire extinguishers are current, and fire exits are kept free of obstructions.
Check prominent emergency signs are in all areas.
Oversee and maintain records of emergency procedure training for students and staff.
Oversee and maintain records of first-aid training for staff.
Publish civil defence messages in school newsletters and the websites.
Review current policies to ensure they reflect the school’s commitment to emergency policy and procedures. Principals and Boards of Trustees management teams Legislative and regulatory Principals and management teams have a requirements key role to play in any school-wide initiative. Their leadership and enthusiasm affects staff The Board of Trustees is legally required to provide and students. It is ideal if the principal and effective emergency procedures and planning to management team implement policies and ensure the safety of all students and staff. There procedures for preparing and practising civil needs to be a policy to ensure these plans are defence emergency procedures. regularly reviewed and tested for adequacy and Principals and management teams can ensure effectiveness. their school’s commitment to What’s the Plan Stan The Health and Safety in Employment Act 1992 by incorporating it into management practices and is a comprehensive document that sets out systems. They can lead their staff in school-wide requirements for the Board of Trustees to ensure planning for emergencies and provide further the safety of everyone in the workplace. Schools leadership through: can access this document through • developing and reviewing policy www.legislation.govt.nz.
• inviting parents, whānau and community As part of the Board of Trustees’ safety obligations, members to the school to share learning schools need to have emergency evacuation experiences procedures in place. There are specific regulations in relation to fire drills that are set out in the Fire • developing emergency response plans Safety and Evacuation of Buildings Regulations and training 1992 (www.legislation.govt.nz, click on regulations 50 then the letter F). These state that schools must • holding emergency drill practices and have a fire evacuation procedure and carry out fire revising plans drills every term.
• involving the whole school in What’s the A process needs to be in place to ensure all fire Plan Stan and considering the learning extinguishers are current, fire alarms are working, needs of students and all fire exits have a prominent sign and are • consulting with the community kept free of obstructions.
• generating discussion around emergency National Administration Guideline 5 states that practices in their schools by exploring each Board of Trustees is required to: questions, such as: (i) provide a safe physical and emotional - what level of emergency preparation do the environment for students children in our school engage in? (ii) comply in full with any legislation currently in how do we enable children in our school to force or that may be developed to ensure the - 4 be prepared for a civil defence emergency? safety of students and employees .
• arranging for the purchase, storage and When the Education Review Office conducts maintenance of emergency supplies and school reviews, they may ask questions that have equipment civil defence implications, or they may ask to view your emergency planning. Examples of the type of • maintaining liaison with local emergency questions they may ask: services and council officers. • Has the board prepared plans that will enable the school to continue functioning during or after a national or local civil defence emergency?
• Has the board had occasion to undertake civil defence measures, or to perform functions or duties in relation to civil defence, since the last Education Review Office report?
4 Ministry of Education, The National Administration Guidelines (NAGs) [online], available URL: www.minedu.govt.nz. 3 - Simulation and practice activities
• Has the board ensured systematic identification Dealing with students’ fears and anxieties and remedying of existing and potential following and throughout the event of a disaster is hazards? crucial for those who have responsibility for a child, whether it be parents, family, whānau or teachers. A child may not understand such events (or even Involvement at a governance level practising for them), and may feel confused, anxious or frightened. The Board of Trustees can be involved with implementing What’s the Plan Stan at a governance If parents, whānau, teachers and other community level by: members can approach this task together, reinforcing what is taught at school and vice versa, • resourcing and supporting the management’s it helps to reassure students that they will know decisions to implement What’s the Plan Stan what to do and are more likely to be safe in the within the school event of an emergency.
• surveying parents and consulting with Every family member needs to be involved so they whānau to elicit their views with regards know what to do when disaster strikes. Experts to incorporating emergency practices and tell us to plan to be on our own for a minimum of procedures into the school programme three days. Are families in your school community prepared? • adopting an emergency policy and procedures Some suggested ways to involve parents and • reviewing current policies to ensure they reflect whānau in What’s the Plan Stan the school’s commitment to emergency policy and procedures • Invite family and whānau to:
• providing opportunities and facilities for - a meeting where What’s the Plan Stan is their employees to practise for civil defence explained, as well as what the school aims emergencies. to achieve 51
- share their emergency procedure practices Ministry of Education guidelines from home – what works, what doesn’t
The Ministry of Education has produced guidelines - come and share their experiences of on civil defence planning for schools, which disasters with the students provide emergency response plan templates for - come and write, discuss and share their developing plans to react to emergency situations. emergency plans with the students It has information on roles and responsibilities, training, emergency evacuation drills, first-aid and - help plan how to care for elderly community civil defence emergency background notes. members, the young or those with special needs. You can find this information on the Ministry’s website at: www.minedu.govt.nz/index.cfm?layout • Have a homework or school book with activities =document&documentid=7082&data=l. that promote discussion and encourage students to share what they learn from What’s the Plan Stan with their families. Activities could include:
Parents, whānau and the - interviewing family members to find out community their experiences of disasters - finding out what skills their neighbours Teachers will be aware of the importance of have that might be useful in an emergency gaining parental support and co-operation when working with students on What’s the Plan Stan. - helping other family members (younger Students can help communicate with parents and siblings) to create their own escape plan whānau about the importance of being prepared - deciding on a meeting point for their family, and knowing what to do in a disaster. They can co-ordinating an emergency evacuation, share their knowledge, skills and understanding of practising it, and reporting back to other emergency awareness, preparedness and survival class members with their parents and whānau. - preparing a list of emergency contacts. • Check out what is in your local area for possible class visits involving parents, family and whānau. For instance:
- local Civil Defence Centre “You can find out more about the Ministry of Civil fire station - Defence & Emergency - police station Management by checking - hospital or ambulance station out their website at www. civildefence.govt.nz.” - Order of St John or Red Cross
- radio station. • Other ideas: Fears of a nuclear war in the 1950s led to the - Hazard hunt at different locations such as Ministry of Civil Defence being formed in 1959. It the beach, park, pool or supermarket. was not until the 1960s that emphasis was placed on natural disasters rather than hostile attacks. - Practise emergency procedures and different scenarios at break times, outside, The Civil Defence Emergency Management Act of in the car park, in the library or in the school 2002 consolidated MCDEM’s focus from a mainly hall or gym. response role to all of the four Rs – reduction, readiness, response and recovery. - Publish a regular civil defence message in 52 your school newsletter or on your school website What is the strategy for achieving resilience to hazards and disasters?
The strategy for achieving resilience to hazards and Ministry of Civil Defence & disasters is through a risk management approach Emergency Management based on the four Rs – reduction, readiness, response and recovery. For more about the four Rs, see page 5. Since its establishment on 1 July 1999, the fundamental driver for the Ministry of Civil Defence This approach starts with recognising the hazards and Emergency Management (MCDEM) has been we face and the vulnerability of our communities to work with its stakeholders to create a new and infrastructure to those hazards. By addressing way of thinking about civil defence emergency how these hazards could affect us, the focus can management. The goal is to build on existing civil move to measures for reducing the risks and for defence practice. New Zealand is acknowledged as managing the impacts when they occur. a world leader in developing a risk-based approach that will increase the capability of communities and individuals to prepare for, respond to and Civil Defence Emergency Management recover from disasters. groups/local authorities
Civil Defence Emergency Management (CDEM) How did MCDEM come about? groups, made up of local government (regional, district and city councils), utilities and emergency MCDEM traces its history from the Emergency services are responsibile for designing and Precautions Scheme set up in the late 1930s in implementing solutions at the local level. response to the threat of war. The scheme was never required to respond to enemy action, but Local people, including volunteers, help their was used after two earthquakes in 1942. communities prepare for, respond to, and recover from the impact of a mass emergency or disaster and when there is a need to co-ordinate the response. 3 - Simulation and practice activities
When does CDEM become involved in an emergency/disaster?
CDEM will become involved in an emergency/ disaster when police, fire and ambulance services can no longer look after the number of people affected by the disaster and where there is a need to co-ordinate the response.
When is a civil defence emergency declared?
A civil defence emergency can be declared by the local authority if:
• there is a threat of loss of life or injury and/or distress, and
• a situation exists that cannot be dealt with by the normal emergency services, and
• the situation requires the use of civil defence emergency powers.
How long do you need to look after yourself following a major disaster? 53
As CDEM does not have lots of people to help everyone, it is important that everyone knows how to help themselves and others if they can. You must be able to look after yourselves for at least three days following a major disaster.
What is a Civil Defence Centre or Sector Post?
In the event of an emergency, your local council will set up Civil Defence Centres, which could be at your school (or other public venues). Each centre will become a communications and management base. In some parts of New Zealand these are called Sector Posts. Find out about the arrangements in place in your area from your local council. Simulation and Practice Activities
The three simulation activities suggested in this section could be used to help evaluate strengths and weaknesses in your school’s emergency preparedness, and to facilitate the effective overall planning and operation of an emergency situation.
Activity What happens Scheduling Emergency response practice Students practise their This simulation could take place immediate response to a specific at any time throughout the type of disaster. year, and should be repeated in different situations, such as the classroom, assembly, lunch-time and so on. Evacuation exercise Parents, caregivers or authorised This can take place at any time people collect students from in the year. It could also be school. incorporated into, or at the end of, the What’s The Plan Stan unit to encourage parents and caregivers to evaluate their own 54 preparedness. Disaster simulation Students role-play agencies, This is the biggest of the three casualties and the public in the activities. It is recommended response to a disaster striking a that this come at the end of the mythical town. What’s The Plan Stan units of work (so that students can test their knowledge and preparedness for an emergency) and that it is carried out as a school exercise. It would also be particularly suitable as an EOTC activity for school camps.
Emergency response • in the classroom practice • at assembly • during lunch-break
The aim of the emergency response practice • in the library is to ensure that students are familiar with the immediate action to take to keep them safe in a • in hallways between classes. disaster. This practice should focus on the type of disasters Level most likely to strike the school. It should be done at all levels, either as individual classes or as a Individual classes or as a school: new entrants to school. Year 8. Practices could be run in different situations, for instance: 3 - Simulation and practice activities
Achievement objectives and learning • Remind students to stay calm. They could take intentions deep breaths, or count slowly in a whispered voice. The teacher keeps talking to minimise panic. Achievement Learning intentions objectives Where appropriate. This practice should include Health and Physical Students will be able evacuation to the safe assembly area. Education to:
Levels 1-3, Strand A3 • demonstrate ways After the emergency response practice to keep themselves Students will identify safe when a disaster After the practice is over, discuss with students: and use safe practices strikes and basic risk- • their fears and concerns about disasters management strategies. • practise the school’s emergency plans • how they could help and comfort each other and procedures. during and after a disaster • how they could help and comfort each other in a disaster if they were not with adults Preparing the students • what they should do next. Every student needs to know what to do if a disaster strikes. The What’s the Plan Stan units of Teachers evaluate the effectiveness of the work provide an opportunity for teaching your emergency response practice: students the correct responses to the types of hazards that your school faces. • Was the students’ response effective? • Did they know what to do? Students with special needs require particular 55 consideration. It is important that these students • Did the procedures in the school’s emergency know as much as possible what to do, and that plan work for the situation in which the practice teachers and adult carers have planned their was held? responses in the event of an emergency. • Are there any new factors affecting the plan that need consideration? Running the emergency response practice • Do the students need more training?
• The practice should start with a clear command from the teacher, for instance, ‘Earthquake - drop’.
• On hearing the command, students should quickly, quietly and without panic take the required action for that type of disaster. For instance, in the case of an earthquake, they would drop to the floor, take cover and hold on.
• Students continue their emergency response until the teacher gives the command, ‘all clear’.
• Stress the importance of students remaining quiet, so that they can hear the teacher’s instructions.
The school needs to check that parents and Evacuation Exercise caregivers have made plans for this situation, before holding the evacuation exercise. During, or in the immediate aftermath of a disaster, children must not be allowed to make their own Parents and caregivers should be asked to supply way home by themselves. In the event of an the school with a list of several people authorised evacuation because of a disaster during the school to pick their children up in the event of a disaster, day, it is the staff’s responsibility to look after in case they are not in a position to do so and care for the children until they can be safely themselves. This could be done by: returned to their parents and caregivers. • sending a form home to be completed Thus, there must be planned, prepared and tested • setting a homework task for students to discuss emergency evacuation procedures in place. This their plan at home is the joint responsibility of the Board of Trustees, principal, staff and parents and caregivers. • using the school newsletter or website
This evacuation exercise aims to test the efficiency • writing personal letters of these procedures to empty the whole school. It is not to be compared with a ‘normal’ evacuation • making contact in person. drill, such as a fire drill, where children usually stay at school. This list should be updated by the school every year. This exercise also ensures parents, caregivers and whānau know what to do if their children are at Parents and caregivers are advised beforehand of school when a disaster strikes, and it provides the date and time for the evacuation exercise, them with an opportunity for them to test their and that they have to arrange for their own household emergency plans. children to be collected, either by themselves or 56 an authorised person. Level Preparing the school Whole school: new entrants to Year 8. Ensure all staff are familiar with the school’s emergency plan, are informed about the date and Achievement objectives and learning time of the evacuation exercise and their roles intentions in the exercise. The Ministry of Education has guidelines on civil defence planning for schools on their website at: www.minedu.govt.nz/index.cfm?l Achievement Learning intentions ayout=document&documentid=7082&data=l. objectives Health and Physical Students will be able During the preceding week, remind children what Education to: they need to do when a disaster strikes.
Levels 1-3, Strand A3 • demonstrate ways to keep themselves Running the evacuation exercise Students will identify safe when a disaster and use safe practices strikes 1. Start the evacuation exercise with an and basic risk- appropriate alarm. This could be verbal management strategies. • practise the school’s commands from the teachers or the school bell. emergency plans and procedures. 2. Students take the correct action depending on the type of disaster being simulated. For instance, they could do their earthquake drill of Preparing families drop, cover and hold.
Every household’s emergency plan should include 3. After a suitable amount of time, the teacher how and where to meet after a disaster. This plan talks the children through what has happened, should include who is responsible for collecting and what they would be doing now in a real the children from school if an emergency occurs disaster, for instance checking that everyone is during school hours. alright and that no-one has been injured. 3 - Simulation and practice activities
4. Classes leave their individual rooms and gather Options at the assembly area. This area should be identified in the school’s emergency plan, but This exercise describes a school evacuation. There bear in mind that the disaster could make it are other options you could use, such as: unusable. • individual classroom evacuations 5. Teachers check the roll, and inform the principal and deputy of the status of their class. • ‘reverse evacuations’ where students are contained inside the school because of an 6. Designated staff go to their reception points, outdoor hazard equipped with the list of pupils and the people authorised to collect them. They check off • evacuations to higher ground names as people arrive, before passing over • specific disaster procedures and evacuations. the children they are to pick up. If these staff members are classroom teachers, you will need to consider who will look after their children while they are doing this.
7. Students are all kept in the assembly area until they are picked up by their parents, caregivers or other authorised adults.
Exercise evaluation
Assemble all staff participants to discuss if the system worked.
• Did the pupils take the correct action? 57 For example, drop, cover and hold in an earthquake.
• Were class registers checked to ensure everyone was present and no-one was missing in toilets or on errands?
• Did the move to the assembly area go as planned?
• Was the assembly area checked for hazards such as broken glass to ensure it was safe?
• Did the nominated people collect their children?
• Were any children not collected? If so, why not? What happened to them?
You could also send a letter home asking for feedback from parents, caregivers and whānau. (See Template 19: Evaluation of evacuation exercise on page 90 for an example). Disaster simulation Resources • Written scenario (see Template 20: Stanville This simulation brings to life the scenes of real simulation - scenario example, page 91) disaster response operations, which students may have only previously seen on television. • Photocopied plans of school or site (see Template 21: Stanville simulation - map Students role play the response after a disaster example, page 92) strikes the mythical town of Stanville. The type of disaster and number of casualties, is not previously • Role cards (see Template 22: Stanville simulation revealed to the students who will be asked to - role cards for individuals, page 93 and respond appropriately. Template 23: Stanville simulation - role cards for classes, page 94)
Level • Health cards (see Template 24: Stanville simulation - health card examples, page 95) Whole school: new entrants to Year 8 • Message forms if not using real radios (see Template 25: Stanville simulation - message Learning intentions and achievement forms, page 96) objectives • Name labels • Adult helpers Achievement Learning intentions objectives Health and Physical Students will be able Optional extras Education to: 58 • Video camera and/or digital camera. Levels 1-3, Strand A3 • identify agencies and their roles in a • Sufficient water, cups, crackers or other food to Students will identify disaster ration out to all participants. and use safe practices and basic risk- • explain the different • Orange vests. Ask your Civil Defence Centre or management strategies. roles people fulfil Emergency Management Office, or use school within groups in a traffic safety team vests. Social Studies disaster • Two-way radios. Ask your Civil Defence Centre Level 1-3, Social • demonstrate or Emergency Management Office. Organisation the importance • Make-up. Ask your Civil Defence Centre, of preparation, How and why groups Emergency Management Office, the Order of St co-operation and are organised within John or Red Cross. organisation in communities and responding to a societies. disaster. When to schedule this activity
It is recommended that this simulation comes at the end of the What’s the Plan Stan unit, when students can test their knowledge and preparedness for an emergency.
Whole school approach
This disaster simulation is recommended to be run as a school exercise
Senior students, with assistance from outside agencies, play the various people and agencies 3 - Simulation and practice activities involved in a disaster in the mythical town of This table suggests a timeline for the simulation. Stanville. Teachers can use the check boxes to ensure they are on track. Each point in the table is explained in Juniors can use this simulation as an opportunity detail on the following pages. to build on what they have already learned in What’s the Plan Stan by:
• being casualties or children that need to be looked after One term before • breaking into groups to observe different areas of the simulation Picking the site • talking to participants after the simulation about their role. This simulation should be held in a location that includes a number of buildings, rooms and open spaces to portray the town of Stanville. The area Timeline of simulation needs to be as large as possible. Ideal locations would include a school, park or camp. When What should happen One term Pick site Inviting agencies before Invite agencies (see page Invite appropriate agencies in your area to help 59) on the day. These could include your Civil Defence Centre or Emergency Management Office, the One Write scenario (see template 1) police, fire brigade or ambulance. month
before Invite parents They could be invited to: 59 (see page Assign supervisors 59) • conduct lessons earlier in the unit to show how Obtain or draw map (see they go about their duties in a disaster template 3) • assist and supervise the students who are role- One Make cards and forms (see playing their organisation in the simulation week templates 22 - 25) before • demonstrate their activities to the whole school Assign and discuss roles (45/60 after the simulation. (see page minutes) 60) Assign and brief casualties (45/60 minutes) One month before Assign and brief media (45/60 minutes)
Make name tags and room signs Write the scenario
Choose a disaster appropriate to the area in which On the Brief all participants (20/30 the school is located. day minutes) Write a scenario introduction that sets the scene. (see page Get into starting positions (20 It should describe Stanville, its facilities, and the 62) minutes) disaster that takes place (see Template 20: Stanville simulation - scenario example, page 91). This Simulation (45/60 minutes) introduction will be used at the briefing to set the Debrief all participants (30 scene for the participants. minutes) The scenario introduction should stop at the point Evaluate the simulation that the rescue begins. Involve parents • schools
Consideration could be given to including parents • shopping centres in the simulation. Involving parents will help to • factories encourage them to assess their own preparedness for disasters. They could be invited to: • day-care centres
• act as casualties • housing areas.
• supervise and assist the various groups during 5. Photocopy the map. You will need: the simulation. • one A4 map for every participant
Assign supervisors • one A3 map for each agency in the simulation.
It is recommended that each venue or group has 6. If the students have been introduced to an adult supervisor, such as a teacher or parent. If mapping skills before this unit, you might you have visitors from outside agencies, they could consider overlaying a grid on the plan so that supervise the students playing their role. they can use map references. Supervisors assist as ‘umpires’ to ensure the simulation stays on course, but should resist the temptation to take over leadership! One week before Make the maps 60 Maps of the disaster area need to be produced Make the cards and forms for all participants. See the Stanville simulation - map example on Template 21, page 92. 1. Each individual or agency being role-played needs a role card. These outline the participants’ 1. Get or draw a map or plan of the site where the roles and provide clear instructions. simulation will take place. Template 22: Stanville simulation - role cards for individuals, page 93 and Template 23: Stanville 2. Define the boundaries of the simulation, and simulation - role cards for classes, page 94 any areas that are out-of-bounds, on the map. provide some examples.
3. Nominate rooms for all the agencies in your 2. Make a health card to be worn by each casualty, simulation. Examples might include: which outlines their injuries. Leave space for the rescuers to write the treatment they are giving • Civil Defence Centre (also known as a Sector that person. Some ideas are shown on Template Post in some parts of New Zealand) 24: Stanville simulation - health card examples, • Stanville public hospital page 95.
• Police, ambulance and fire stations 3. If you are not using radios, you will need message forms on which participants can • Stanville Star newspaper and television write messages to be carried to their recipients studio by runners. Template 25: Stanville simulation - message forms, page 96 provides an example. • Stanville City Council offices 4. If you have a Registration Centre, where the • Government offices details of victims and survivors of a disaster are • any other facility involved in your simulation recorded, you will need sufficient copies of the such as a registration centre for recording Red Cross registration form. These are available the details of victims and survivors. from the New Zealand Red Cross National Office, 69 Molesworth St, Thorndon, Wellington, 4. Designate some other rooms or spaces as www.redcross.org.nz. places that would be affected in the disaster, such as: 3 - Simulation and practice activities
Assign and discuss roles example, page 95) on which the symptoms of their injuries are written. This card will be attached to Each class (or part of a class) is assigned the role their clothes on the day. If you have the resources, of a specific agency. Students in these agencies you might want to use make-up for injuries. develop the individual roles they will play (see Template 22: Stanville simulation - role cards for Work out with the casualties exactly where they individuals, page 93 and Template 23: Stanville will be positioned on the day, and how they will simulation - role cards for classes, page 94 for know the simulation is over if they are not located ideas). Classes or individuals are given 45-60 by rescuers. minutes to discuss and plan their roles. If you have Prepare the casualties for their role. This could be real agencies helping on the day, assign them to an opportunity for role play. They should find out work with the appropriate individuals or classes. what treatment to expect, and what to do if they Agencies could include: don’t get that treatment. For instance, someone who is unconscious, but not placed in the coma • Civil Defence Centre/Sector Post position could choke; a person who is bleeding heavily might fall into unconsciousness if it is not • Registration Centre stopped. • First-aid/hospital
• Police Assigning and briefing the media
• Fire Students portraying the media should plan how they will go about their task during the simulation. • Ambulance They might decide to:
• Catering • go out into the field to interview victims and rescuers • Casualties 61 • visit the Civil Defence Centre, local authority, • Media emergency services or government • Local authority* • record studio ‘breaking news’ and interviews • Government* • make official announcements • Other agencies appropriate to local area • present public safety information about the * Suits older classes, as tasks are more theoretical than practical. disaster. After the simulation, they will collate their written Assigning and briefing casualties interviews and stories, and any video footage, into a mock newspaper or television report. This can be The students selected to play casualties should be shared with the school and parent community. able to work independently with little supervision. They could include hurt victims, panicked or shocked survivors, lost children, people looking for Making name tags and room signs loved ones, helpful volunteers and so on. Participants make name tags describing their Brief the group portraying public and casualties individual roles (for example, controller, map separately. Some ideas of the roles they could take plotter, doctor, casualty) to be worn during the could include: simulation.
• pupils at a school Identification signs are made for classrooms and other rooms that have been designated as • shoppers at a supermarket agencies or areas for the simulation (for example, the Civil Defence Centre, Stanville shopping centre, • factory workers and so on). These need to be put up in time for the • parents and young children at home. simulation.
Each casualty should have a health card (see Template 24: Stanville simulation - health card On the day Getting into starting positions Everyone is sent to their ‘agency’ locations to wait for the start signal. Briefing all participants Meanwhile, the casualties are sent to their Just before the simulation begins, all participating locations, where they wait until the simulation students and supervisors gather together for starts. This is not a game of hide-and-seek so they a briefing from the staff member in charge of do not have to hide from view. the simulation. Depending on the size of your While waiting for the start signal, the students simulation, this might happen in the hall or a playing the controller and deputy controllers can classroom. give their first written instructions to the rescue • Read your prepared scenario introduction to teams. But these teams must not leave the Civil the group. Defence Centre to start their searches until they hear the start signal. If participants have • Make sure the students know the physical mapping skills, the controller and deputy boundaries of the simulation, and all areas that controllers can use map references to tell rescue are out-of-bounds. For instance, you might state teams where to search. Otherwise they give map that all administration areas in the school are locations by name (for example, search the not involved in this simulation. Stanville shopping centre).
• State the audible method for indicating when The map plotters record the areas that have been the simulation starts and finishes (such as the searched on the A3 maps. school bell) and explain where students go and what to do when the simulation finishes. Simulation 62 • Point out that the ground scale in this simulation is ‘elastic’, and that although two Sound the start signal. areas in the school might be very close in real-life, for the purposes of the simulation Rescue teams head out to their designated areas. they should imagine the distances to be much If they locate a casualty in their area, they write greater. Even though they can see a casualty their first-aid treatment on the casualty’s health in the adventure playground next to them, the card. They then send a messenger with a casualty might actually be a few kilometres message form to the Civil Defence Centre and away. await new instructions.
• If you do not have radios, all messages between Other agencies play their respective parts of the various teams must be written and carried by operation. For example, students portraying the messengers. They will need message forms (see media go out and interview people. Template 24: Stanville simulation - message All messages between teams and the Civil Defence forms, page 95) and pens. Centre, or to any other location, must be written • Inform participants that first-aid is carried on a message form and carried by messengers. out by writing the procedure on the patient’s Students playing security staff will not allow health card. For example, wrapping in blanket, anyone to enter the Civil Defence Centre other bandaging arm, placing in coma position or than messengers or authorised visitors. carrying on stretcher. Emphasise that they do Casualties are brought back to the hospital, where not have to do any real first-aid to the person, the staff take over their treatment by writing on nor really carry them in a stretcher. the health cards. If the casualties cannot walk, the • All rescue teams must only do what they rescue teams write that they are being carried by are instructed to by the controller or their stretcher, but the casualty walks back with them own management. They must report on the – do not allow untrained students to lift casualties results of their search of an area, and await in real stretchers. further instructions as to where to search next. Some teams (apart from their messengers) will not leave their venue at all, for example, Civil Defence Centre staff, hospital staff, management and communications centre staff from the various services. 3 - Simulation and practice activities
Debrief all participants
Once the simulation has run its course, sound the signal to finish. All participants and casualties come together for a debriefing.
Depending on the numbers involved, this debriefing can be done as:
• the whole group in the hall or similar venue
• separate syndicates
• separate agencies
• separate classes.
Some participants could report back to the group(s) on what went well and what didn’t work so well. Some of the patients and civilians could also report back on how they were rescued and treated.
Ask the participants what factors help or hinder in responding to a disaster.
Evaluating the simulation 63 The simulation can be evaluated in several ways:
• Teachers observe the students carrying out their roles during the exercise.
• Students work in pairs to describe their part in the exercise, and tell each other what they have learned.
• Students discuss in small groups what they and their families could do before, during and after this type of disaster.
• Students portraying media interview other students about their role in the disaster response operation.
• Students contribute articles to make a mock newspaper page or video news broadcast about the disaster.
• Students write letters of thanks to organisations involved, outlining what they have learned about that group’s role in a disaster.
• If it was not possible to involve organisations in the exercise, students could still write to them and describe how they role-played that group.
4 - Templates and Other Resources Templates
This section contains all the templates referred to throughout this guide. All of these templates are also on the CD-Rom and www.whatstheplanstan.govt.nz
Template 1: What If cards
The What if cards need to be perforated and placed in the supplied plastic sleeves.
This template has been supplied so that you can make further copies of the cards if required.
How could you use these cards? • Discuss each one in a group. 65 • Make a flowchart.
• Mime or act out in a group.
• Circle whisper, and ask for the outcome at end.
• Read out, jot down three main points.
• Speech - impromptu.
• Mime out and guess the scenario.
• Write your own ‘What if?’ situations.
• Make a game such as Snakes and Ladders. Template 1: What if cards
Holiday 1 Holiday 2
While holidaying at the To get from your camping beach you feel a strong spot to the beach you have earthquake. You notice the to cross a small river. After seashore suddenly receding. heavy rain the river has grown significantly.
Holiday 3 Holiday 4 66
While on holiday warnings You are on holiday with your are given over the radio that family on a boat. The weather a nearby volcano is erupting. turns nasty and you are now being washed towards the rocky shore.
Holiday 5 Holiday 6
You are in a hotel when there While tramping in the bush is a sudden low rumbling you see clouds of smoke sound and the floor begins billowing towards you. to shake. 4 - Templates and Other Resources
Template 1: What if cards
Between home and school 1 Between home and school 2
While walking to school one After a major storm you morning the ground begins notice a broken power line to shake violently. across the footpath.
Between home and school 3 Between home and school 4 67
The bus you are travelling on A tsunami warning has been suddenly swerves during an given. You have been advised earthquake. It rolls blocking by radio to evacuate the area. the main doors. You are Your parents are not at home. unhurt but you can’t get out. People around you are beginning to panic.
Between home and school 5 Between home and school 6
You are walking home from You meet a friend after school after some very heavy school in the park. You notice rain. A deep puddle of water the sky getting dark and see blocks your way. bolts of lightning. Heavy rain begins to fall. Loud claps of thunder echo all around.
Template 1: What if cards
City 1 City 2
You are at the supermarket You are on level six of a high- when suddenly the ground rise building when suddenly begins to shake and items you hear alarm bells, and see start falling from the shelves. people rushing towards the exits.
City 3 City 4 68
While shopping in a major You are watching the All city, the ground begins to Blacks playing when an shake violently and large announcement is made to glass window panels begin exit the stadium. crashing to the ground.
City 5 City 6
You are in a movie theatre You are in a shopping mall enjoying a movie when with your friends when suddenly everything goes alarm bells start ringing and black. People around you sprinkler systems turn on. start to scream. 4 - Templates and Other Resources
Template 1: What if cards
Home 1 Home 2
Your mother is in the garden. The river beside your house You are watching television has broken its banks in a when you smell gas. storm, and the water level is rising.
Home 3 Home 4 69
You are listening to the A cyclone warning has been radio when the song is given over your local radio interrupted by a loud siren station. It is heading in your noise followed by a special direction. message.
Home 5 Home 6
Your family are all asleep in It has been raining heavily all bed when you are suddenly night and all day - a flood is woken up by the noise of threatened in your area. furniture falling over and pictures falling off the walls. Template 1: What if cards
Home 7 Home 8
Due to an earthquake water It is evening and dark pipes have burst in your outside. The power has just house. Your parents are not gone off. You have no lights, at home and the lounge is phone, fax or computer. starting to flood.
Home 9 Country 1 70
You are playing in your While riding your bike strong backyard with your brother winds begin to make it and sister when you see increasingly difficult to stay smoke rising in the hills upright. behind your house.
Country 2 Country 3
While camping in the bush You and your mates are you smell and see smoke. playing in a nearby stream when you notice your skin becoming itchy and you notice a peculiar smell. 4 - Templates and Other Resources
Template 1: What if cards
School 1 School 2
You are sitting at your desk The principal announces at school when the room over the intercom that there begins to shake violently. has been a major chemical Windows smash and the spillage on the road outside computer monitor crashes to your school. the floor.
School 3 School 4 71
You are playing outside when The school is closing early the ground starts to shake. due to bad weather and Younger children around you a fast rising river close by. start screaming. You know your parent or caregiver who usually picks you up is still at work.
School 5 School 6
You are outside when the You are in the classroom wind suddenly strengthens during bad weather. The and objects begin to get wind is getting really strong, blown about. and suddenly a window shatters. Template 2: Letter to parents - Introduction to unit
Dear Parent/Caregiver
Your child is working on a unit called What’s the Plan Stan over the next three weeks. It is about disasters and emergencies. By the end of the unit, it is intended that all students will be able to:
• explain that disasters are natural and non-natural
• practise keeping themselves safe from these disasters at school and home
• identify different groups who respond to a disaster and explore their roles
• explain how disasters affect people and communities now, and affected them in the past
• discuss how prepared their family is for emergencies and to share this information with their classmates.
Your contribution and involvement over the next three weeks will help your child to learn as we progress through the unit. Please encourage them to talk to you about 72 what they have learned at school. There will be some activities your child will need to complete at home that will require your involvement. For example, we’ll be asking students to talk to their families about the ways in which they can prepare and practise for emergencies at home.
We’ll provide you with information about these activities as they occur so that you can help. We look forward to your support over the coming weeks as we learn about disasters and emergencies and how we can all prepare for them.
Many thanks 4 - Templates and Other Resources
Template 3: Home emergency plan
1. Draw a floor plan of your home that shows all the exits like doors and windows.
2. Use symbols to help draw your plan (see examples for window and door).
3. Show safe places to take shelter during an earthquake.
4. Show where water, electricity, and/or gas mains are located.
73
“Remember not to turn the gas off during practice, as you’ll need the gas company to come out to reconnect it.” Template 4: Survival items ‘cut and stick’ sheet
Cut out the items:
Food Cooking equipment Pet food Children’s things
WATER
Sleeping bags Water Warm clothes Rubbish bags
74
Spare batteries Medicine Can opener Torches
Reading glasses Radio Sun hat First aid kit
Glue the items you will need to survive here: 4 - Templates and Other Resources
Template 5: Emergency survival items at home
Dear Parents/Caregivers
We’ve asked your child to use this emergency survival items checklist to see which items they can find at home.
Please discuss this checklist with your child and encourage them to tick the items that they can find in the house. You might be able to help them to locate any items they can’t find themselves.
Thanks for your help!
Emergency survival checklist
Have these supplies ready or make sure everyone in your family knows where to find them in a hurry or in the dark, if there’s a power cut.
Torch(es) are in the ______
Spare batteries are in the ______75
Transistor radio is in the ______
Manual can opener is in the ______
Canned or dried food are in the ______
First-aid kit is in the ______
Primus or BBQ to cook on is in the ______
Stored bottled water (at least three litres per person per day) is in the ______
Large plastic bags for an emergency toilet are in the ______
“Make sure you check and renew your water every 12 months. Be prepared, not scared!” Template 6: Letter to parents - emergency evacuation and response plans
Dear Parents/Caregivers
As part of the What’s the Plan Stan unit we are doing at school, we are talking to students about how to prepare for disasters at home as well as at school.
Please encourage your child to tell you more about the emergency evacuation and response procedures we’ve been practising at school recently. We would like students to find out what emergency procedures they have at home. It’s a great opportunity for your family to get prepared!
Here’s an activity sheet you could use as a guide to emergency procedures, which you might like to display in a place that everyone in your family can see. We look forward to hearing more about your family’s emergency plans.
Many thanks
76 4 - Templates and Other Resources
Emergency Plan
Family name and cell phone number Local emergency phone numbers Parents/Caregivers at work Police Fire Ambulance Doctor Other relatives Name Address Home telephone Work telephone Mobile
Neighbours Name Address Home telephone Work telephone Mobile
How will we get home from school or work (if it’s safe to do so)? For example, Mum will collect Ben and 77 Mary from school. ______will ______
______will ______
______will ______
If we are separated we will meet at:
In an earthquake we will: In an emergency when we need to evacuate the house we will:
Date practised Date practised
Emergency situations we may need to leave our Emergency situations when we would be safer to house stay indoors
Our nearest Civil Defence Centre or Sector Post is at: Template 7: Feelings pictures
78 4 - Templates and Other Resources
Template 8: Self or peer assessment chart
Achieved well Ok Could have done better
Complete this assessment chart with your relevant assessment criteria. Students can use the visual symbols or continuum to reflect how well they think they have achieved the set criteria.
Success criteria Smiley face
79 Template 9: What might happen?
The people in our group are:
The emergency we are finding out about is:
How can this emergency happen?
What dangerous things or damage might happen at school?
80
What dangerous things or damage might happen between school and home?
What dangerous things or damage might happen at home?
What might happen to us or our families?
This template comes from Wellington City Council’s Are You Prepared for an Emergency? 4 - Templates and Other Resources
Template 10: Disaster similarities and differences
Disasters type and cause Similarities Differences eg Tsunami You need to stay calm like in It’s a series of fast travelling other disasters. waves unlike other disasters. Caused by disturbances on the ocean floor. You need to move to high You need to leave the area ground (or safety inland) like in a immediately if you are at the flood. beach or near a river when a strong earthquake occurs. There won’t be time to issue a warning if it happens like an earthquake
81 Template 11: Report checklist
Structure
The opening statement classifies the subject of the report.
The opening statement is followed by sentences (usually factual) that describe things such as appearance, behaviour and other aspects of the phenomenon. The writing has paragraphs, each focuses on a different aspect of the phenomenon.
A general statement about the topic usually rounds off the report.
Diagrams, illustrations or photographs are often used.
Language
Present tense verbs are used.
82 Verbs for describing and classifying (is, are, has, have, belongs to) are used.
Active verbs are used to describe behaviours (climb, eat).
Personal reports focus on the individual (my dog).
Scientific or technical reports focus on classes of things (dogs).
Descriptive language that is factual rather than imaginative (possums have prehensile tails) is used. Nouns and noun phrases are used rather than personal pronouns.
“This checklist is from the TKI website at: www.tki. org.nz/r/esol/esolonline/ classroom/teach_strats/ checklists/report_e.php ” 4 - Templates and Other Resources
Template 12: Historic disasters
Summarise the events of a historic disaster:
What can you learn from these historic disasters and experiences?
83
What would you do differently? What would you do the same? Template 13: Writing about hazards
Paste a picture of a hazard here.
What is the hazard?
84
Where is this hazard?
How can we become aware or deal with this hazard? 4 - Templates and Other Resources
Template 14: Health rules Food after disasters If the electricity has failed, food stored in refrigerators and freezers will eventually spoil. You can make the most of your food supplies by using Listen to your radio for advice and information on them in the correct order: ways to help yourself and others recover from the emergency. If it has been a major event, a number • Fresh foods and food from the refrigerator of everyday services such as water, sewage and should be used first but open the fridge as few rubbish collection may no longer be times as possible. functioning. To avoid a health hazard follow these simple instructions. • Food from a cabinet freezer. Cook food as soon as it starts defrosting as cooked food lasts longer than uncooked food. Water supply • Food from a chest freezer – putting blankets over this type of freezer can help keep food Until you are told otherwise, regard all water as colder for longer. contaminated and do not use it until it has been boiled for several minutes. • Canned and packet foods should be kept until last. Use bottled water. Turn off the power and water to your hot water cylinder and use water sparingly. Hygiene becomes very important when preparing food after an emergency. Remember to ensure Bottles and cans of drink are a good source of that water used in preparing and cooking food has drinking fluids and will leave more water for been boiled for several minutes to make it safe. cooking and hygiene. If using a barbeque or camping stove to cook food, You may be able to collect rainwater from the roof use it outside to avoid harmful fumes in the house if it rains. Don’t collect the initial water coming off 85 or accidental fire – the ambulance and fire services the roof as it may contain foreign matter. may be unable to respond if you have an accident.
As soon as possible after an emergency, check Sewage disposal on the state of your garden chemicals, fuel and cleaning products in the house, garage and shed. If the radio announcements say the sewage system Some of these can be dangerous to your health is not working don’t use the toilet. It may end up in if spilled and mixed. If there has been a spill, use someone else’s home! rubber gloves to handle containers and dispose Until the system is fixed, dig a deep hole in the of them into separate plastic bags. If fumes are garden for a temporary toilet. Find something for present it may be best to seek help to deal a flyproof cover to go over it and you will probably with the situation. want to make a privacy screen around it. An alternative is a caravan toilet or covered bucket in the garden or shed. You will still need the hole with the flyproof cover to empty these into. “You can get more Have disinfectant and water handy for washing hands. Remember to use the water information about this sparingly though. from your local council. Links can be found at www.civildefence.govt.nz” Rubbish collection
It may be some time before regular rubbish collection resumes. Bury biodegradable rubbish in the garden, or store it in well sealed bags in a place where animals can’t get at them. Rubbish collection sites might be arranged – listen to your radio. Template 15: Map of New Zealand
North Island
86
South Island
Chatham Islands 4 - Templates and Other Resources
Template 16: Plus, minus and interesting (PMI) chart
Students could use this chart to help compare their thinking from their first map to the information they found through research.
Plus Minus Interesting For example:
I knew where the fault-lines in NZ I didn’t know there had been One of the fault-lines goes were located. any serious floods in NZ where through Wellington where I live. people had to leave their homes.
87 Template 17: Identifying the effects of an emergency
The people in our group are:
The emergency we are responding to is:
How can this emergency happen?
88 What dangerous things or damage might happen at school or home?
What could we do to help our families and siblings?
Who else could we help and in what way? 4 - Templates and Other Resources
Template 18: Hazard hunt
Potential classroom How could it affect you? Action points hazards
Potential school How could it affect you? Action points hazards
89
Potential home How could it affect you? Action points hazards Template 19: Evaluation of evacuation exercise
Dear Parents/Caregivers
Our school recently held an exercise to test our procedures in the event of a disaster.
This exercise was also an opportunity for you to test your own household emergency plan, particularly with regard to collecting your children from school after a disaster. We would appreciate your feedback on the exercise.
Could you please answer the questions below, and return this form to the school?
Many thanks
Parents/Caregivers feedback
90 Name______
How many of your children are at school: ______
Were your children collected? ______
How well do you think the school evacuation exercise went?
1 2 3 4 5 6 7 8 9 10
Poor Excellent
What went well or did not go well? Please write any suggestions over the page.
How well do you think your own household emergency plan went?
1 2 3 4 5 6 7 8 9 10
Poor Excellent
What went well or did not go well? Please write any suggestions on a separate page. 4 - Templates and Other Resources
to practise real first-aid but to test your knowledge Template 20: Stanville about what to do. simulation - scenario All teams must only do what the controller or their management orders them to do. You must report any casualties you find in your search area to the Civil Defence Centre, then await directions as to Stanville is a mythical small town situated what to do with them, and where to search next. somewhere in New Zealand. The 20,000 inhabitants live, work, go to school and have fun in The simulation will start and finish when you hear their town, just like you. the signal. When the finish signal sounds, you must all immediately assemble at the briefing venue. Stanville has a central shopping area, including a new mall. The town centre is also where the main facilities are situated, such as the hospital, fire and police stations, the Civil Defence Centre and so on.
The town centre is surrounded by several suburbs. Some are residential with houses, shops and schools, and others have lots of factories and warehouses.
This morning, the locals are all going about their business as usual. Children have gone off to school, parents are at work or at home, the shopping mall is crowded, and the factories busy.
At 11.07am, there is a sudden deep rumbling sound. The ground begins to roll, telephone poles 91 sway to and fro, and buildings shake. People stop what they are doing to drop, cover and hold. The earthquake lasts only 23 seconds, but feels like an eternity.
When the shaking stops, the inhabitants emerge dazedly and look round them. Some buildings have been damaged, especially in the town centre. Chimneys have fallen everywhere, and some houses have moved from their foundations.
The Civil Defence Centre, which has been specially designed to survive most earthquakes, swings into operation.
Today, our school (or other site) is Stanville and each of you has a role to play in the simulation. We are pretending that the school (or simulation site) is a whole town, so that means you will have to imagine the distances are much greater. Even though you might be able to see a casualty in the adventure playground next to you, the casualty could actually be in the shopping centre a few kilometres away!
If someone requires first-aid, write what you would do on their health card. This isn’t an opportunity Template 21: Stanville simulation - map example
3
1 2
6 4 5
7
8
92
9 KEY
1. Classroom – Stanville Shopping Centre 2. Classroom - Stanville Hospital 3. Dental Clinic – out of bounds 4. Staffroom - catering 5. Office– out of bounds 6. Hall – Civil Defence Centre 10 7. Junior Playground – childcare centre 8. Classroom – Stanville Police & Fire 9. Classroom – Stanville Star and Television Stan offices 10. Senior Playground – Factory 11. Senior Block – Government and Local Authority
11 4 - Templates and Other Resources
Template 22: Stanville simulation - role cards for individuals
Civil Defence Centre Controller Civil Defence Centre Deputy Controller
You are in charge of the entire rescue operation. You help the controller to run the whole rescue You will give directions to your rescue teams. You operation. You must not leave the Civil Defence must not leave the Civil Defence Centre. Centre.
Civil Defence Centre Radio Operator Civil Defence Centre Map Plotter
You stay in contact with the rescue teams and other You plot with coloured highlighters, the areas on services, by radio (if available) or written messages. the map that have and have not yet been searched, You must not leave the Civil Defence Centre. and what has been found, so that the controller can see what’s happening. You must not leave the Civil Defence Centre.
Messenger Registration Centre Clerk
You run written messages for the group you are You are responsible for recording the details of assigned to, if no radio is available. You always wait every person located in the search. Use the top part for a written reply before returning to your group. of the Red Cross registration form. You must not leave the Registration Centre. 93
Civil Defence Centre Rescue Team Civil Defence Centre Rescue Team Leader Member
You are in charge of a rescue team. You may only You are part of a small rescue team. Your leader will search areas that the Civil Defence Centre has told tell you what area to search. You may not search you to search. You must send a message to the any other areas until ordered to do so. You can Centre/Sector Post by runner with the result of the perform first-aid on victims by writing what you are area search, and asking for new instructions. doing on their health cards.
First-aid/Hospital staff First-aid/Hospital Victim Support
You are in charge of victims after they have been You are responsible for helping and counselling rescued. You need to treat their injuries by writing victims of the disaster. You will be based in the what you are doing on their health cards. You may First-Aid Post/Hospital. not leave the First-Aid Post/Hospital.
Catering Officer Media
You are responsible for making sure everyone You will write or film a story about the disaster. You (victims and rescuers) gets food and drink. Work should write notes and interview victims, rescuers out how much everyone can have, and then and other organisations. Take photos or video organise the supplies to be distributed. footage. After the simulation, you will edit and publish your article or television story. Template 23: Stanville simulation - role cards for classes
Civil Defence Emergency Management Centre Registration Centre The nerve centre of the whole operation. All directions will be This is where the details of all people affected by the disaster sent from here, and all information will be returned to the centre are obtained. There needs to be a system to ensure Red Cross so that the controller knows exactly what is going on. registration forms are completed for every victim and survivor.
• controller • several rescue teams • manager • clerks • deputy controllers • security officers • receptionists • messengers • radio operators • messengers • map plotters
First-Aid/Hospital Police All casualties are treated and cared for here. Treatment is done The police will send an officer (with runner) to the Civil Defence by writing on the patient’s health card. Staff must not leave the Centre. The officer will work with the controller and instruct First-Aid Post/Hospital. police through their own communications system to help with rescues, searches and traffic. Victims might come to the police • manager • doctors station • receptionists • victim support • commander • watchouse (front desk) • orderlies • messengers • communications • police officers • nurses centre
• map plotters • messengers
Fire Ambulance The fire service will send an officer (with runner) to the Civil The ambulance team will send an officer (with runner) to Defence Centre. That officer will work with the controller, and the Civil Defence Centre. That officer will work with the 94 instruct fire staff through their own communications system to controller, and instruct ambulance staff through their own help with fires, rescues and searches. communications system to help with first-aid and rescues.
• commander • fire crews • commander • ambulance crews • communications centre • messengers • communications centre • messengers • map plotters • map plotters
Catering Media The caterers are responsible for making sure that everyone The media are responsible for writing a newspaper article or (victims and rescuers) gets food and drink. They work out how filming a TV news report about the disaster. They should write much everyone can have, and then organise the supplies for notes and interview victims, rescuers and other organisations, distribution. and take photos or video footage. After the simulation, they will be given time to edit and publish an article or television story. • manager • distributors • cooks • messengers • manager • studio camera • print journalists • TV journalists • TV presenters (school • photographers (school video camera) camera)
Local authority Government The local authority is responsible for mass transport The government can declare an emergency, release military or arrangements, construction equipment, and public health issues police to assist, assign resources such as helicopters, and speak and so on. It will have a representative at the Civil Defence to the media. They will want reports from the ground, and might Centre. want to make official visits.
• mayor • transport staff • Prime Minister • ministry staff • councillors • building inspectors • Minister of Civil Defence • public relations staff • town clerk/city manager • public health officers • Minister of Police • millitary staff • public works staff • messengers • Minister of Defence • messengers 4 - Templates and Other Resources
Template 24: Stanville simulation - health card examples
I am unconscious. I have no other injuries. I have a broken arm.
Treatment:
Treatment:
I have a broken leg. I cannot walk. I am hysterical. I have no other injuries.
Treatment:
Treatment:
I have no injuries, but I am sick with worry because I have blood coming from a wound on my head. I 95 my children were at Stanville Kindergarten when am conscious and can walk. the disaster struck.
Treatment: Treatment:
I am shocked, and look very pale and confused. I have lost my parents. I am very upset, but not hurt.
Treatment: Treatment: Template 25: Stanville simulation - message forms
Message to: Message to:
From: From:
Message text: Message text:
(Reply on back if necessary) (Reply on back if necessary)
Message to: Message to:
From: From:
Message text: Message text:
(Reply on back if necessary) (Reply on back if necessary) 96 Message to: Message to:
From: From:
Message text: Message text:
(Reply on back if necessary) (Reply on back if necessary)
Message to: Message to:
From: From:
Message text: Message text:
(Reply on back if necessary) (Reply on back if necessary) 4 - Templates and Other Resources
Template 26: Emergency drills and testing
Classroom number ______Teacher______
Month Date Fire drill signed by Other appropriate drill (eg tsunami) signed by January
February
March
April
May 97 June
July
August
September
October
November
December Template 27: Ministry of Education toolkit 5D
Assisting person/s with disabilities during an emergency
Assistance register for people with disabilities
Date Likely location of Person requiring Person assigned to people requiring assistance assist assistance
98
Register of staff members assigned to help person with disability visiting the school
Staff member Date appointed Person/s assigned to assist
Date last reviewed: ______Date to be next reviewed: ______
This toolkit is from the Ministry of Education’s website at www.minedu.govt.nz/web/ downloadable/dl7082_v1/toolkit-5d-assistingpersonswithdisabilities.doc. 4 - Templates and Other Resources
• Wellington City Council Emergency Management Office n.d.,Be Ready for an Other Emergency, Wellington. • Wellington City Council Emergency Resources Management Office 1998.Post Disaster Information Earthquake, Flooding, Wellington.
Non-fiction resources Civil Defence Emergency Management • Andrews, P 1986, Tarawera and the terraces, resources Bibliophil and the Buried Village, Rotorua.
Some city and district councils are helping schools • Ansell, R 1996, Caught in the Crunch: to become more aware of civil defence emergency earthquakes and volcanoes in New Zealand, management, and provide resources to help equip Harper Collins, Auckland. children with the necessary knowledge and skills to respond to a disaster. • Boon, K 1990, The Napier Earthquake, Events in New Zealand, Nelson Price Milburn. The following are some resources that may already be in your school: • Boon, K 1990, The Influenza Epidemic, Events in New Zealand, Nelson Price Milburn. • Auckland City Council n.d., Emergency Planning Guidelines – Schools and Early Childhood Centres, • Boon, K 1990, The Tangwai Rail Disaster, Events Auckland. in New Zealand, Nelson Price Milburn. 99 • Canterbury Regional Civil Defence 2004, • Boon, K 1990, The Wellington Flood, Events in Emergency Preparedness Policy Guidelines for New Zealand, Nelson Price Milburn. Christchurch and Banks Peninsular Schools, • Boon, K 1990, The White Island Eruption, Events Christchurch. in New Zealand, Nelson Price Milburn. • Hawkes Bay Regional Council Civil Defence • Conly, G 1985, Tarawera: the destruction of the Management and Environmental Education Pink and White Terraces, Wellington. 2001, Action-Reaction – NZ East Coast Hazard Education Kit. • Ganeri, A 2000, Earth-Shattering Earthquakes, Horrible Geography, Scholastic Children’s • Johnston, D M and Pearse, L J (eds) 1999, Books, UK. Natural Hazards in Hawke’s Bay, Hawke’s Bay Regional Council. • Ganeri, A 1999, Odious Oceans, Horrible Geography, Scholastic Children’s Books, UK. • Ministry of Civil Defence n.d., Be a Survivor, Level 2-4 Education Resource. • Ganeri, A 2000, Raging Rivers, Horrible Geography, Scholastic Children’s Books, UK. • Ministry of Civil Defence n.d., Civil Defence Education Kit. • Ganeri, A 1999, Violent Volcanoes, Horrible Geography, Scholastic Children’s Books, UK. • Ministry of Civil Defence n.d., How to Survive Emergency Procedures. • Grayland, E 1959, New Zealand Disasters, Reed, Wellington. • Taranaki Regional Council n.d., Civil Defence Resource Kit for Primary Schools. • Grayland, E 1978, More New Zealand Disasters, Reed, Wellington. • Upper Hutt City Council n.d., Emergency Planning Guide for Schools. • Herman, G 2003, Earthquake, The Magic School Bus to the Rescue, Scholastic, New York, USA. • Wellington City Council Emergency Management Office 2003,Are you Prepared for • Hicks, G & Campbell, H (eds) 1999, Awesome an Emergency - a resource to support Levels 2 and Forces: The Natural Hazards that Threaten New 3, Learning Media, Wellington. Zealand, Te Papa Press, Wellington. • Lind, C 1987, Southland’s Black Friday: the washed up on an island in the Pacific where he January 1984 flood, Invercargill, Craigs, has to survive on his own. Invercargill. • Paulsen, G 1992, The Voyage of the Frog, Pan • McCloy, N 2004, New Zealand Disasters: Macmillan Children’s Books, UK. A boy is caught Earthquakes, Eruptions, Wrecks and Fires - events on his boat in a fierce storm and must survive that rocked the nation, Whitcoulls, Auckland. many days on his own.
• Morris, B 1987, New Zealand’s Darkest Days, • Thorburn, J 2002, Stranded, Mallinson Rendel, Wilson and Horton, Auckland. Wellington. A dinghy is driven by a storm on to a deserted shoreline – a story of resourcefulness • Rogers, A 1996, New Zealand Tragedies: and endurance. Earthquakes, Grantham House, Wellington.
Junior school readers Novels
These novels are suitable for teacher reading, shared reading or novel study. The Storm Sunshine Level Red 1 • Beames, M 1999, Storm, Scholastic New 1 Zealand, Auckland. When a storm strikes and The Storm The Story Box Red 1 her dad goes missing, Erin has to take charge Did You Say Fire? Ready to Read Yellow 2 and find him. Fire Fire New PM Story Yellow • Buck, P 1986 reprint, The Big Wave, Harper Book 3/Blue 1 100 Collins, USA. The story of a Japanese boy who The Doctor PM Library Non- Blue 3/ must face life after escaping the tsunami which Fiction Green 1 destroys his village. The Teacher PM Library Non- Blue 3/ • Dunlop, B 1984, Earthquake Town, Dunlop, Fiction Green 1 Hodder and Stoughton, Auckland. An Our Parents PM Library Non- Blue 3/ earthquake hits a costal town. The children Fiction Green 1 attempt to make their way home through the The Wild Wet Ready to Read Green 1 chaos. Wellington Wind • Hall, M 1989, After the Earthquake, Ashton The Flood New PM Story Green 3 Scholastic, Auckland. An earthquake strikes the Books West Coast of New Zealand. After The Flood New PM Story Green 3 Books • Hill, D 2003, My Story – Journey to Tangiwai. The diary of Peter Cotterill, Scholastic, Auckland. Is That An Ready to Read Orange When Peter Cotterill begins his diary in Earthquake? 1953, little does he realise that something is When The Volcano Pm Library Big Blue 1 happening elsewhere in New Zealand that is Erupted going to have a huge impact on his life. The Dog Who Journal 3 Purple Chased Lightening • Hill, D 2003, No Safe Harbour, Mallinson Rendel, Wellington. Two children travel on the ferry Fire Fire Journal 10 Purple 2 Wahine during Cyclone Giselle in 1968 Rumbling In The Literacy Links Multi Chimney Poems Plus Levelled • Hill, D 2001, The Sleeper Wakes, Puffin, Auckland. Mount Taranaki erupts after 250 years. Forces Of Nature First Explorer Silver
• Hunter, E 1999, The Quake, Scholastic, Auckland. Hannah has to care for her siblings after an earthquake.
• Morpugo, M 1999, Kensuke’s Kingdom, Heinemann, UK. A storm leads to a boy being 4 - Templates and Other Resources
Picture books • The Earthquake Commission’s website features advice for being prepared for earthquakes: • Leeson, C 2003, Molly and the Storm, Tiger Tales, www.eq-iq.org.nz/eq-intro.aspx Wilton, USA. Molly and the mice are caught in a storm. The other animals offer shelter, but their • The background facts on many New Zealand nests are too high, too small or too crowded. At disasters can be found at the Christchurch City last the mice find a safe place, but Molly can’t Libraries’ website: www.library.christchurch.org. settle as she is worried about her friends. nz/Childrens/NZDisasters/
• Riley, K 2004, Cow Power, Random House, New • Although aimed at secondary schools, there is Zealand. A true story about Cow Number 569, a wealth of useful information on this website: who rescued her farmer during the devastating www.quaketrackers.org.nz floods in the Manawatu in early 2004. • Te Papa’s Awesome Forces online learning • Rowe, R 2000, Isabel’s Upside-Down Day, Reed resource: www.tepapa.govt.nz/TePapa/English/ Children’s Books, Auckland. Isabel is at a new Learning/OnlineResources/AwesomeForces/ school when the Napier earthquake strikes. • Geological and Nuclear Science’s special Isabel and her family have to make major website for kids covers New Zealand adjustments to survive. earthquakes and volcanoes: www.gns.cri. nz/kids/index.html
• The National Geographic website allows you to build your own volcano or start an earthquake: National Library of New Zealand www.nationalgeographic.com/forcesofnature
The National Library of New Zealand’s Curriculum • How Stuff Works tells you how earthquakes, Information Service makes free loans of volcanoes, storms, wildfires and floods occur: curriculum-related resources to New Zealand http://science.howstuffworks.com 101 primary and secondary school teachers, and to home schoolers, to support student learning. They provide skilled reference assistance when selecting resources, and database searches that suit your needs. www.natlib.govt.nz/en/services/3request.html
Other useful National Library of New Zealand online resources include:
• Catalogue nlnzcat.natlib.govt.nz
• Images timeframes.natlib.govt.nz
• Newspapers paperspast.natlib.govt.nz
• Art and music discover.natlib.govt.nz
• Te Puna web directory webdirectory.natlib.govt.nz
Websites
The Ministry of Civil Defence & Emergency Management’s website: www.civildefence.govt.nz This site offers links to your nearest local council and related agencies. School Journal stories
Title Author Description Issue Guided reading level The Colin Article: An eyewitness, who was nine at the time, 1996 Pt3, 8.5 - 9.5 Abbotsford Emslie remembers how scared she was when her house No. 1 Slip slid away in the night. The Big One Keith Story: In Chile, a huge earthquake has caused 1999 Pt 3, 9.5 - 10.5 Tonkin devastation. The next day and 10,000km away No. 2 in Redcliffs, Christchurch, the school must be evacuated. No one pushes or fights as they make their way to high ground. A tsunami is coming. Escape from Kathy Article: Eleven-year-old Ryan Poole recorded 2002 Pt 4, 9.5 - 10.5 the Wahine White an oral history interview with his grandfather No. 3 Graham about the Wahine; one of New Zealand’s worst-ever disasters. This report is based on that interview. Graham shares his painful memories of being one of the passengers on the Wahine on the fateful day in 1968 when the ship hit Barrett’s Reef, sank and 51 passengers died. Flood Sonny Article: This article’s sequential account of the 2004 Pt 2, 8.5 - 9.5 Mulheron Paekakariki flood emergency is based on the No. 2 102 experiences of Ama and her mother, who have to evacuate their home at the height of the flooding. Additional safety information is provided at the end of the article. Waiohine Alice Poem: A taniwha leaps in the roaring, muddy 2003 Pt 2, Flood Robertson water. No. 1 111 Pat Quinn Article: Find out what happens when you dial 111. 1992 Pt 3, 9.5 - 10.5 Emergency No. 2 A Bit of a David Hill Article: A tornado comes in the night to Taranaki. 1991 Pt 2, 9 - 10 Blow It only lasts five minutes, but does enormous No. 1 damage. Earthquake Jan Story: Adam and his mother wonder why Skip the 1992 JJ <8 Grainger dog is running around and barking, then howling No. 8 under the table, until they hear a loud rumble, and the whole house starts to shake The Body Amanda Article: Amanda Bowes was working on a sheep 1993 Pt 4. 10 - 12 Run Bowes farm in North Canterbury at the time of the No. 3 disastrous snow storm that struck during the 1992 lambing season. She describes the aftermath. Christmas Nydia Story: Christmas 1991 was a sad one for the people 1994 after the Aloaina of Western Samoa. It was only three weeks after Young Cyclone Cyclone Val had struck, causing a great deal of Persons damage. Writing
(details from School Journal Search) 4 - Templates and Other Resources Emergency Management Offices
Emergency Managment offices can be contacted through your local council. You can find a direct link to council websites by going to www.civildefence.govt.nz and using the ‘Locate the nearest council’ section.
Northland Waikato
Northland Regional Council, 36 Water Street, Waikato Regional Council, 401 Grey Street, Private Bag 9021, Whangarei 0120, P O Box 4010, Hamilton East 2032, Phone: (09) 438-4639, Fax: (09) 438-0012 Phone: (07) 856-7184, Fax: (07) 856-0551
Far North District Council, Memorial Avenue, Hamilton City Council, Garden Place, P O Box 752, Kaikohe 0400, Phone: (09) 401-2101, Private Bag 3010, Hamilton 2020, Fax: (09) 401-2137 Phone: (07) 838- 6699, Fax:(07) 838-6599
Kaipara District Council, 42 Hokianga Road, Otorohanga District Council, Maniapoto Street, Private Bag 1001, Dargaville 0300, P O Box 11, Otorohanga 2564, Phone: (09) 439-7059, Fax: (09) 439-6756 Phone: (07) 873-8199, Fax: (07) 873-7991
Whangarei District Council, Rust Avenue, South Waikato District Council, Torphin Crescent, Private Bag 9023, Whangarei 0120, Private Bag, Tokoroa 2392, Phone: (07) 885 0778, Phone: (09) 430 4200, Fax: (09) 438-7632 Fax: (07) 886-1719 103 Auckland Regional Council, 21 Pitt Street, Taupo District Council, 72 Lake Terrace, Private Bag 92012, Auckland 1032, Private Bag 2005, Taupo 2730, Phone: (09) 366-2000, Fax: (09) 373-4907 Phone: (07) 376-0803, Fax: (07) 376-0619
Auckland City Council, 1 Greys Avenue, Thames-Coromandel District Council, 515 Private Bag 92-516,Wellesley Street, Auckland Mackay Street, Private Bag 1001, Thames, 1036, Phone: (09) 379-2021, Fax: (09) 307-7579 Phone: (07) 868-6025, Fax: (07) 868-9586
Franklin District Council, 82 Manukau Road, Waipa District Council, 101 Bank Street, Private Bag 5, Pukekohe 1800, Private Bag 2402, Te Awamutu 2400, Phone: (07) Phone: (09) 237-1300, Fax: (09) 237-1301 872 0030, Fax: (07) 871-4061
Manukau City Council, 31-33 Wiri Station Road, Waikato District Council, 15 Galileo Street, Private Bag 76917, Manukau City 1730, Private Bag 544, Ngaruwahia 2171, Phone: (07) Phone: (09) 262-8915, Fax: (09) 262-5151 824-8633, Fax: (07) 824-8091
North Shore City Council, 1 The Strand, Waitomo District Council, Queen Street, Private Bag 93500, Takapuna 1332, P O Box 404, Te Kuiti 2500, Phone: (07) 878-8801, Phone: (09) 478-9696, Fax: (09) 478 3233 Fax: (07) 878-7771
Papakura District Council, 35 Coles Crescent, Private Bag 7, Papakura 1730, Phone:(09) 299-8870, Fax: (09) 298-1906 Bay of Plenty Rodney District Council, Centreway Road, Private Bag 500, Orewa 1461, Phone: (09) 426-5169, Bay Of Plenty Regional Council, Quay Street, Fax: (09) 426-7280 P O Box 364, Whakatane 3080, Phone: 0800 368 267, Fax: 0800 368 329 Waitakere City Council, 6 Waipareira Avenue, Private Bag 93109, Waitakere 1231, Phone: (09) Kawerau District Council, Ranfurly Court, 837-0790, Fax: (09) 837-4076 Private Bag, Kawerau 3083, Phone: (07) 323-4123, Fax: (07) 323-8072 Opotiki District Council, 108 St. John Street, Napier City Council, Private Bag 6010, Napier P O Box 44, Opotiki 3092, Phone: (07) 315-6167, 4020, Phone: (06) 835-7579, Fax: (06) 835-7574 Fax: (07) 315-7050 Central Hawkes Bay District Council, P O Box Rotorua District Council, 061 Haupapa Street, 127, Waipawa, Ph: (06) 857-8060, Fax: (06) 857-7179 Private Bag RO 3029, Rotorua 3220, Phone: (07) 348-4199, Fax: (07) 346-3143 Hastings District Council, Lyndon Road east, Private Bag 9002, Hastings 4220, Tauranga District Council, Willow Street, Phone: (06) 878-0500, Fax: (06) 878-0581 Private Bag, Tauranga, Phone: (07) 577 7000, Fax: (07) 577 7193 Taupo District Council, 72 Lake Terrace, Private Bag 2005, Taupo 2730, Western Bay Of Plenty District Council, Barkes Phone: (07) 377-9899, Fax: (07) 378-0118 Corner, Greerton, Private Bag 12-803, Tauranga 3020, Phone: (07) 571-8008, Fax: (07) 541-2168 Wairoa District Council, Queen Street, P O Box 54, Wairoa 4192, Ph: (06) 838-7309, Fax: (06) 838-8874 Whakatane District Council, Commerce Street, Private Bag 1002, Whakatane 3080, Phone: (07) 306-0500, Fax: (07) 307-0718
Manawatu-Wanganui
Manawatu / Wanganui Regional Council Gisborne (Horizons Regional Council), 11 - 15 Victoria Avenue, Private Bag 11025, Palmerston North 5320, Gisborne District Council, Fitzherbert Street, Phone: (06) 952-2800, Fax: (06) 952-2914 P O Box 747, Gisborne 3815, Phone: (06) 867-2049, Fax: (06) 867-2884 Palmerston North City Council, The Square, 104 Private Bag 11034, Palmerston North 5320, Phone: (06) 356-8199, Fax: (06) 355-2262
Horowhenua District Council, 13 Bath Street, Taranaki Private Bag 4003, Levin 5500, Phone: (06) 949 4949 (24 hrs), Fax:(06) 368-7110 Taranaki Regional Council, 47 Cloten Road, Manawatu District Council, 135 Manchester Private Bag 713, Stratford 4700, Street, Private Bag 10001, Feilding 5600, Phone: (06) 765-7127, Fax: (06) 765-5097 Phone: (06) 323-0829, Fax: (06) 323-0822 Emergency Management Office, 45 Robe Street, Rangitikei District Council, High Street, New Plymouth 4601, Phone: (06) 758-1110, Private Bag 1102, Marton 5460, Freephone: (0800) 736-222, Fax: (06) 757-8019 Phone: (06) 327-8174, Fax: (06) 327-6970 New Plymouth District Council, Liardet Street, Ruapehu District Council, Huia Street, Private Bag 2025, New Plymouth 4620, Private Bag 1001, Taumarunui 2600, Phone: (06) 759-6060, Fax: (06) 759-6062 Phone: (07) 895-8188, Fax: (07) 895-3256 South Taranaki District Council, Albion Street, Tararua District Council, 26 Gordon Street, Private Bag 902, Hawera 4800, P O Box 115, Dannevirke 5491, Phone: (06) 278-8010, Fax: (06) 278-8757 Phone: (06) 374-4080, Fax: (06) 374-4137 Stratford District Council, Miranda Street, Wanganui District Council, 101 Guyton Street, P O Box 320, Stratford 4700, Phone: (06) 765-6099, P O Box 637, Wanganui 5015, Fax: (06) 765-7500 Phone: (06) 349- 0515, Fax: (06) 349-0000
Hawkes Bay
Hawkes Bay Regional Council, 102 Vautier Street, Private Bag 6006, Napier 4020, Phone: (06) 835-9200, Fax: (06) 835-3601 4 - Templates and Other Resources
Wellington Grey District Council, 105 Tainui Street, P O 382, Greymouth 7801, Phone: (03) 768-1700, Wellington Regional Council, 142 - 146 Wakefield Fax: (03) 768-1703 Street, P O Box 11646, Wellington 6034, Phone: (04) 384-5708, Fax: (04) 385-9855 Westland District Council, 36 Weld Street, Private Bag 704, Hokitika 7900, Wellington City Council, Emergency Management Phone: (03) 755-8321, Fax: (03) 755-8026 Office, 2 Turnbull Street, Thorndon P O Box 2199, Wellington 6015, Phone: (04) 460-0650, Fax: (04) 473-7982 Canterbury
Hutt City Council, 30 Laings Road, Private Bag Environment Canterbury, 58 Kilmore Street, 31912, Lower Hutt 6320, Phone: (04) 570-6666, P O Box 345, Christchurch 8015, Fax: (04) 566-5493 Phone: (03) 366-2359, Fax: (03) 366-9960
Porirua City Council, Cobham Court, Christchurch City Council, 163 - 173 Tuam Street, P O Box 50-218, Porirua 6215, P O Box 237, Christchurch 8015, Phone: (04) 237-5089, Fax: (04) 237-6384 Phone: (03) 379-1660, Fax: (03) 371-1786
Upper Hutt City Council, 838 - 842 Fergusson Drive, Ashburton District Council, 5 Baring Square West, Private Bag 907, Upper Hutt 6420, P O Box 94, Ashburton 8300, Phone: (03) 308-5139, Phone: (04) 527-2169, Fax: (04) 528-2652 Fax: (03) 308-1836
Carterton District Council, Holloway Street, Banks Peninsula District Council, Norwich Quay, P O Box 9, Carterton 5951, Phone: (06) 379-6626, P O Box 4, Lyttleton 8033, Phone: (03) 328-8065, Fax:(06) 379-7832 Fax: (03) 328-8283
Kapiti Coast District Council, 175 Rimu Road, Hurunui District Council, Carters Road SH1, Private Bag 601, Paraparaumu 6450, P O Box 13, Amberley 8251, Phone: (03) 314-8816, 105 Phone: (04) 298-5139, Fax: (04) 297-2563 Fax: (03) 314-9181
Masterton District Council, 64 Chapel Street, Kaikoura District Council, 34 Esplanade, P O Box 44, Masterton 5915, Phone: (06) 378-9666, P O Box 6, Kaikoura 8280, Phone: (03) 319-5026, Fax: (06) 378-8400 Fax: (03) 319-5308
South Wairarapa District Council, Kitchener Street, Mackenzie District Council, Postal Address:, Main P O Box 6, Martinborough 5954, Street, P O Box 52, Fairlie 8771, Phone: (03) 685- Phone: (06) 306-9611, Fax: (06) 306-9373 8514, Fax: (03) 685-8533
Nelson City Council, 110 Trafalgar Street, Selwyn District Council, High Street, P O Box 645, Nelson 7015, Phone: (03) 546-0200, Private Bag 1, Leeston 8151, Phone: (03) 324-8080, Fax: (03) 546-0239 Fax: (03) 324-3531
Timaru District Council, 2 King George Place, Marlborough P O Box 522, Timaru, Phone: (03) 684-8199, Fax: (03) 684-2209 Marlborough District Council, Seymour Square, P O Box 443, Blenheim 7315, Phone: (03) 578-7039, Waimakariri District Council, 215 High Street, Fax: (03) 578-7039 Private Bag 1005, Rangiora 8254, Phone: (03) 313- 6136, Fax: (03) 313-4432
West Coast Waimate District Council, Queen Street, P O Box 122, Waimate 8791, Phone: (03) 689-8079, West Coast Regional Council, 153 Tainui Street, Fax: (03) 689-8075 P O Box 366, Greymouth 7801, Waitaki District Council, 20 Thames Street, Phone: (03) 768-0466, Fax: (03) 768-7466 Private Bag 50058, Oamaru 8920, Buller District Council, Brougham Street, Phone: (03) 434-8060, Fax: (03) 434-8442 P O Box 21, Westport 7615, Phone: (03) 788-9111,
Fax: (03) 789-7233
Otago
Otago Regional Council, 70 Stafford Street, P O Box 1954, Dunedin 9020, Phone: (03) 474-0827, Fax: (03) 479-0015
Dunedin City Council, P O Box 5045, Dunedin 9031, Phone: (03) 474-3111, Fax: (03) 477-7997
Central Otago District Council, 1 Dunorling Street, P O Box 122, Alexandra 9181, Phone: (03) 448-6979, Fax: (03) 448-9512
Clutha District Council, 52 Wilson Road, P O Box 25, Balclutha 9200, Phone: (03) 418-1350, Fax: (03) 418-3185
Queenstown / Lakes District Council, 10 Gorge Street, Private Bag 50072, Queenstown 9197, Phone: (03) 442-7333, Fax: (03) 442-7334
Waitaki District Council, 20 Thames Street, Private Bag 50058, Oamaru 8920, Phone: (03) 434-1644, Fax: (03) 434-9701
106 Southland
Environment Southland, Corner Price Street & North Road, Private Bag 90116, Invercargill 9520, Phone: (03) 211-5225, Fax: (03) 211-5252
Invercargill City Council, 101 Esk Street, Private Bag 90104, Invercargill 9520, Phone: (03) 211-1777, Fax: (03) 211-1433
Gore District Council, Civic Drive, P O Box 8, Gore, Phone: (03) 208-9080, Fax: (03) 208-9087
Southland District Council, 15 Forth Street, P O Box 903, Invercargill 9515, Phone: (03) 218-7259, Fax: (03) 218-9460
Chatham Islands
Chatham Islands Council, PO Box 24, Chatham Islands, Phone: (03) 305-0033, Fax: (03) 305-0044 Glossary
Aftershock Shake or tremor that can occur after an earthquake and cause damage Ash Fine dust from inside a volcano Casuality/casualties People killed, injured, sick, missing or homeless after a disaster CDEM Civil Defence Emergency Management Civil defence System of measures used by the government to protect civilians in times of war, disaster and major emergencies Cyclone Very strong rotating winds with sustained wind-speed of over 120kph (see hurricane and typhoon) Disaster Event that causes significant loss or damage, and that overwhelms the capability of the community to handle it Earthquake Violent movement of part of the earth’s crust Emergency Situation that can cause loss of life or injury and cannot be contained by the emergency services Emergency Range of measures to handle risks before, during and after an management emergency or disaster Evacuate Move out of a dangerous place 107 Fault line Break in layers of rock, where the earth shifts and moves Flood Overflow of water Hazard Source of risk or danger Hurricane Word for cyclone in the west atlantic and east pacific Lava Flowing, hardened or molten rock from a volcano Magma Molten rock before it erupts from a volcano Magnitude Size and strength of an earthquake MCDEM Ministry Of Civil Defence and Emergency Management Mercalli scale Measure of an earthquake’s strength based on effects on people and structures Natural disaster Disaster caused by nature Non-natural disaster Disaster caused by human activity Richter scale Measure of the energy released by an earthquake Storm Strong winds, rain or snow Tsunami A series of fast-travelling waves caused by a disturbance in the sea or on the sea-floor Typhoon Word used for cyclone in the western pacific Volcano Mountain with a vent through which lava, gas and debris is forced